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FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue
Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Course Title: Technology Education
Technology Education Curriculum Guide Grades 6-8 Course Codes: 6610, 7610, 8610
Grade: 7
Board of Education Adoption Date: June 22, 2015
ii
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
iii
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
iv
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.
v
Table of Contents
Unit/Section Page
Educational Outcomes 1
Core Materials 2
Pacing Guide 3
2014 New Jersey Core Curriculum Content
Standards - Technology
4
Unit 1: Introduction to Technology Education 18
Unit 2: The Nature of Technology: Creativity
and Innovation
23
Unit 3: Technology and Society 32
Unit 4: Design 42
Unit 5: Abilities of a Technological World 53
1
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
2
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: Project Based Design Challenge Materials
Bridge building kit (glue, balsa wood, tooth picks,) – Pitsco Education
CO2 powered cars kit (racing track, launcher, car outline) – Pitsco Education
Water rockets kit (launch pad, rocket supplies) – Pitsco Education
Steam powered put boats kit – Pitsco Education
Hot air balloons kit– Pitsco Education
Solar robots kit– Pitsco Education
Snap Circuits Kits – Pitsco Education
Mouse Trap Car Kits– Pitsco Education
Wind Turbine Kit – Pitsco Education
Disease prevention activity (food colored water, cups and pipettes) – Pitsco Education
Hydroponic System Kit – Pitsco Education
Rubber band plane kit– Pitsco Education
Wind turbine (Kid-Wind or Pico-Turbine)
Web based resources:
Computer Programs: Microsoft Office Suite, Pivot Animator, West Point Bridge
Designer, Gimp 2.8, Google SketchUp Make, LanSchool Lite v.7.8, Google Drive/ Apps
iPad Applications: Socrative. NearPod
Assessments:
Benchmark Assessments
Technology Literacy Assessment
3
7th Grade - Pacing Guide
Unit Anticipated Timeframe
1 Introduction to Technology Education 3 Days
2 The Nature of Technology: Creativity &
Innovation
3 weeks (~15 days)
3 Technology & Society 2 weeks (~10 days)
4 Design 2 weeks (~10 days)
5 Abilities for a Technological World 2 weeks (~10 days)
4
2014 New Jersey Core Curriculum Content Standards - Technology
Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to
access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and
communicate knowledge.
Strand 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 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.
8.1.8.A.3 Use and/or develop a simulation
that provides an environment to
solve a real world problem or
theory.
8.1.8.A.4 Graph and calculate data within a
spreadsheet and present a summary
of the results
5
8.1.8.A.5 Create a database query, sort and
create a report and describe the
process, and explain the report
results.
Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to
access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and
communicate knowledge.
Strand 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.
Create original works
as a means of personal
or group expression.
8.1.8.B.1 Synthesize and publish information
about a local or global issue or event
(ex. telecollaborative project, blog,
school web).
Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to
access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and
communicate knowledge.
Strand C. Communication and Collaboration: Students use digital media
and environments to communicate and work collaboratively,
6
including at a distance, to support individual learning and
contribute to the learning of others.
Grade
Level
bands
Content Statement
Indicator Indicator
6-8 Interact, collaborate,
and publish with peers,
experts, or others by
employing a variety of
digital environments
and media.
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.
Contribute to project
teams to produce
original works or solve
problems.
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.
Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to
access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and
communicate knowledge.
7
Strand D. Digital Citizenship: Students understand human, cultural, and
societal issues related to technology and practice legal and ethical
behavior.
Grade
Level
bands
Content Statement
Advocate and practice
safe, legal, and
responsible use of
information and
technology.
Indicator Indicator
6-8 8.1.8.D.1 Understand and model appropriate
online behaviors related to cyber
safety, cyber bullying, cyber
security, and cyber ethics including
appropriate use of social media.
Demonstrate personal
responsibility for
lifelong learning.
8.1.8.D.2 Demonstrate the application of
appropriate citations to digital
content.
8.1.8.D.3 Demonstrate an understanding of
fair use and Creative Commons to
intellectual property.
Exhibit leadership for
digital citizenship.
8.1.8.D.4 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.
8
Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to
access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and
communicate knowledge.
Strand 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.
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.
Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to
9
access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and
communicate knowledge.
Strand F: Critical thinking, problem solving, and decision making:
Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
Grade
Level
bands
Content Statement
Students will:
Indicator Indicator
6-8 Identify and define
authentic problems
and significant
questions for
investigation.
Plan and manage
activities to develop a
solution or complete a
project.
Collect and analyze
data to identify
solutions and/or make
informed decisions.
Use multiple processes
and diverse
perspectives to explore
alternative solutions.
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.
2014 New Jersey Core Curriculum Content Standards - Technology
10
Content
Area
Technology
Standard 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.
Strand 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.
8.2.8.
A.2
Examine a system, consider how each part
relates to other parts, and discuss a part to
redesign to improve the system.
8.2.8.
A.3
Investigate a malfunction in any part of a system
and identify its impacts.
The
relationships
among
technologies
8.2.8.
A.4
Redesign an existing product that impacts the
environment to lessen its impact(s) on the
environment.
8.2.8. Describe how resources such as material, energy,
11
and the
connections
between
technology
and other
fields of
study.
A.5 information, time, tools, people, and capital
contribute to a technological product or system.
Content
Area
Technology
Standard 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.
Strand 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 Evaluate the history and impact of
sustainability on the development of a
designed product or system over time and
present results to peers.
8.2.8.B.2 Identify the desired and undesired
consequences from the use of a product or
12
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.
8.2.8.B.5 Identify new technologies resulting from
the demands, values, and interests of
individuals, businesses, industries and
societies.
8.2.8.B.6 Compare and contrast the different types
of intellectual property including
copyrights, patents and trademarks.
The influence
of technology
on history.
8.2.8.B.7 Analyze the historical impact of waste and
demonstrate how a product is upcycled,
reused or remanufactured into a new
product.
Content
Area
Technology
Standard 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,
13
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.
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.
The
application of
engineering
design.
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.
Create a technical sketch of a product with
materials and measurements labeled.
The role of
troubleshootin
8.2.8.C.6 Collaborate to examine a malfunctioning
system and identify the step-by-step
14
g, research
and
development,
invention and
innovation
and
experimentati
on in problem
solving.
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.
Content
Area
Technology
Standard 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.
Strand 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
15
design
process.
a real world problem using a design
process under specific constraints.
8.2.8.D.2 Identify the design constraints and trade-
offs 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.
8.2.8.D.3 Build a prototype that meets a STEM-
based design challenge using science,
engineering, and math principles that
validate a solution.
Use and
maintain
technological
products and
systems.
8.2.8.D.4 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.
16
Content
Area
Technology
Standard 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.
Strand 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 Identify ways computers are used that
have had an impact across the range of
human activity and within different
careers where they are used.
8.2.8.E.2 Demonstrate an understanding of the
relationship between hardware and
software.
8.2.8.E.3 Develop an algorithm to solve an assigned
problem using a specified set of commands
and use peer review to critique the
solution.
8.2.8.E.4 Use appropriate terms in conversation
(e.g., programming, language, data, RAM,
17
ROM, Boolean logic terms).
18
Unit Plan Title
Introduction to Technology Education
Suggested Time Frame ~ 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:
Technology is constantly changing and requires
continuous learning of new skills.
Selection of technology should be based on personal and /
or career needs assessment.
A tool is only as good as the person using it.
Essential Questions:
What are the classroom routines and procedures for
this class?
How can I transfer what I know to new
technological situations or experiences?
19
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 –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● 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
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
E CRP9. Model integrity, ethical leadership and effective
management.
20
Career Awareness CRP10. Plan education and career paths aligned to personal goals.
Career Exploration CRP11. Use technology to enhance productivity.
Career Preparation 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.
Student Resources
Primary Source
Readings
Not applicable
Secondary Source
Readings
Not applicable
Supporting Text pages Not applicable
Teacher Resources
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
21
Stage 2 – Assessment Evidence
Performance Task(s):
Student Interest Inventory
Homework: Typing.com > Intermediate Course Lessons
Other Evidence:
Student Interest Inventory
Typing Test
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
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.
Day 3 8.2.8.C.4 Objective: The students will identify the steps in the design process that
22
would be used to solve a designated problem..
Activity: The students will be introduced to the engineering design
process and conduct a brief activity to practice using it.
*Teacher is not limited to these lessons/activities.
Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide
individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer
grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating
content
English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative
learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles
for videos
Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific
questions; scaffolding; targeted support
Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary
assignments; independent practice; extension activities
D indicates differentiation at the lesson level
23
Unit Plan Title
The Nature of Technology: Creativity & Innovation
Suggested Time Frame 3 Weeks (~15 days)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
Technology systems impact every aspect of the world in which we live. Students will be able to list the characteristics and scope
of technology. Students will understand the core concepts of technology. They will also be able to identify the relationships
among technologies and the connections between technology and other fields of study.
Stage 1 – Desired Results
Established Goals: Standards to be covered…
● 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).
● 8.2.8.A.2-Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the
system.
● 8.2.8.A.3-Investigate a malfunction in any part of a system and identify its impacts.
● 8.2.8.A.4-Redesign an existing product that impacts the environment to lessen its impact(s) on the environment.
● 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.
24
Enduring Understandings:
Why are proper keyboarding skills essential and how will
these skills improve your productivity?
How many future tasks will benefit from your computer
application skills?
How does collaboration enable groups to achieve common
goals more efficiently?
Why are digital tools and their effective use so vital for
success in the 21st Century?
How do I choose which technological tools to use and when
it is appropriate to use them?
What are my responsibilities for using technology?
What constitutes misuse and how can it best be prevented?
Essential Questions:
How does technology influence society?
Success in the 21st-century is dependent on the ability
to utilize digital tools and new technologies for
collecting, organizing and managing data in order to
stay competitive in an ever-changing global business
environment.
Students must begin to explore their talents and
interests during their primary years and continue
throughout their lives. In order to effectively explore
and prepare for a career in a world that is consistently
evolving, students must understand that lifelong
Learning and skill building is imperative to sustain
employment in the 21st-century.
Correct keyboarding technique will increase efficiency
not only as a student but in future careers.
Technology is constantly changing and requires
continuous learning of new skills.
Selection of technology should be based on personal
and/or career needs assessment.
A tool is only as good as the person using it.
Technology use can have positive or negative impact
on both users and those affected by their use.
Knowledge: Students will know…
● How to research a product that was designed for a specific
Skills: Students will be able to…
● Research a product that was designed for a specific
25
demand and identify how the product has changed to meet
new demands (i.e.- telephone for communication- smart
phone for mobility needs)
● How to examine a system, consider how each part relates
to other parts, and discuss a part to redesign to improve
the system.
● How to investigate a malfunction in any part of a system
and identify its impacts.
● How to redesign an existing product that impacts the
environment to lessen its impact on the environment.
● How to describe how resources such as material, energy,
information, time, tools, people, and capital contribute to a
technological product or system.
demand and identify how the product has changed to
meet new demands (i.e.- telephone for
communication- smart phone for mobility needs)
● Examine a system, consider how each part relates to
other parts, and discuss a part to redesign to improve
the system.
● Investigate a malfunction in any part of a system and
identify its impacts.
● Redesign an existing product that impacts the
environment to lessen its impact on the environment.
● Describe how resources such as material, energy,
information, time, tools, people, and capital
contribute to a technological product or system.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● 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.
Income and Careers ETA CRP2. Apply appropriate academic and technical skills.
Money Management ETA CRP3. Attend to personal health and financial well-being.
26
Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts
of decisions.
Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.
Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
ETA CRP9. Model integrity, ethical leadership and effective
management.
Career Awareness ETA CRP10. Plan education and career paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance productivity.
X Career Preparation CRP12. Work productively in teams while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
Standards for Technological Literacy Content Standards
The Nature of Technology · Standard 1. Students will develop an understanding of the characteristics and scope of technology.
· Standard 2. Students will develop an understanding of the core concepts of technology.
· Standard 3. Students will develop an understanding of the relationships among technologies and the connections between
technology and other fields of study.
27
Student Resources
Primary Source
Readings
Not applicable
Secondary Source
Readings
Not applicable
Supporting Text pages Not applicable
Teacher Resources
Texts:
● 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: Not applicable
Websites:
http://www.pbs.org/wgbh/globalconnections/mideast/themes/science/
Worksheets: Teacher Created
Videos:
Tacoma Narrows Bridge Collapse: https://www.youtube.com/watch?v=j-zczJXSxnw
Train Collision: https://www.youtube.com/watch?v=r2sX4G5xf2g
11 Epic Technological Disasters: http://www.networkcomputing.com/unified-communications/11-epic-technology-
disasters/d/d-id/1093730?page_number=1
28
Stage 2 – Assessment Evidence
Performance Task(s):
Research Projects
Homework: Typing.com > Intermediate Course Lessons
Other Evidence:
Pre-Assessments
● KWL Chart
● Do Now’s
● Technology Literacy Pre-Assessment
Formative Assessments
● Observations
● Student Progress Reports
● Electronic portfolio of completed assignments and
projects. Rubrics will be used to assess projects.
● Exit Tickets
Summative Assessment
● Unit Test / Unit Project
Teacher created assessments on terminology and
procedures.
29
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
Daily Sequence Standard Lesson Objective & Learning Activity
Day 1 8.2.8.A.1 Objective: Students will explore the nature of technology and how it has
advanced throughout history.
Activity: Students will complete guided notes the history of technology.
Day 2 8.2.8.A.1 Objective: The students will research a product that was designed for a
specific demand and identify how the product has changed to meet new
demands (i.e.- telephone for communication- smart phone for mobility
needs)
Activity: The students will choose a product to research and then
complete the “Technology Advancement” worksheet about that product.
Day 3 8.2.8.A.2 Objective: The students will examine a system, consider how each part
relates to other parts, and discuss a part to redesign to improve the system.
Activity: Using their engineering notebooks, the students will examine a
system, consider how each part relates to other parts, and discuss a part to
redesign to improve the system.
Day 4 8.2.8.A.3 Objective: The students will investigate a malfunction in any part of a
system and identify its impacts.
Activity: The students will investigate the malfunction of the Tacoma
Narrows Bridge Collapse and identify the impacts.
Day 5 8.2.8.A.4 Objective: The students will redesign an existing product that impacts the
environment to lessen its impact(s) on the environment.
30
Activity: The students will choose an existing product that impacts the
environment and redesign it to lessen its impact on the environment.
Day 6 8.2.8.A.4 Objective: The students will redesign an existing product that impacts the
environment to lessen its impact(s) on the environment.
Activity: The students will continue to work on researching and
redesigning their product in order to lessen its impact on the environment.
Day 7 8.2.8.A.5 Objective: The students will describe how resources such as material,
energy, information, time, tools, people and capital contribute to a
technological product or system.
Activity: The students will research about the above topics and create a
multimedia presentation to discuss how they contribute to a technological
product or system.
Day 8 8.2.8.A.5 Objective: The students will describe how resources such as material,
energy, information, time, tools, people and capital contribute to a
technological product or system.
Activity: The students will continue to research about the above topics
and create a multimedia presentation to discuss how they contribute to a
technological product or system.
Day 9 8.2.8.A.5 Objective: The students will describe how resources such as material,
energy, information, time, tools, people and capital contribute to a
technological product or system.
Activity: The students will continue to research about the above topics
and create a multimedia presentation to discuss how they contribute to a
technological product or system.
31
Day 10 8.2.8.A.1-5 Objective: The students will demonstrate their knowledge through the use
of a Unit Project.
Activity: Students will complete a unit project and present it.
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
32
Unit Plan Title
Technology and Society
Suggested Time Frame 2 weeks (~10 days)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
Knowledge and understanding of human, cultural, and society values are fundamental when designing technology systems and
products in the global society. The students will understand the cultural, social, economic, and political effects of technology.
They will investigate the effects of technology on the environment. They will identify the role of society in the development and
use of technology. The students will also investigate the influence of technology on history.
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
● 8.2.8.B.1- Evaluate the history and impact of sustainability on the development of a designed product or system over
time and present results to peers.
● 8.2.8.B.2- Identify the desired and undesired consequences from the use of a product or system.
● 8.2.8.B.3- Research and analyze the ethical issues of a product or system on the environment and report findings for
33
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.
● 8.2.8.B.5-Identify new technologies resulting from the demands, values, and interests of individuals, businesses,
industries and societies.
● 8.2.8.B.6-Compare and contrast the different types of intellectual property including copyrights, patents and trademarks.
● 8.2.8.B.7-Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or re-manufactured
into a new product.
Enduring Understandings:
Technology can be powerful tool however, when
technological disasters occur, they can be catastrophic.
Essential Questions:
What are the cultural, , social, economic, and
political effects of technology?
How has technology impacted humanity and the
environment?
Knowledge:
Students will know…
● How to evaluate the development of a designed product or
system over time and present results to peers.
● How to identify the desired and undesired consequences
from the use of a product or system.
● How to research and analyze the ethical issues of a
product or system on the environment and report findings
Skills:
Students will be able to…
● Evaluate the history and impact of sustainability on
the development of a designed product or system
over time and present results to peers.
● Identify the desired and undesired consequences
from the use of a product or system.
● Research and analyze the ethical issues of a product
34
for review by peers and /or experts.
● How to research examples of how humans can devise
technologies to reduce the negative consequences of other
technologies and present your findings.
● How to identify new technologies resulting from the
demands, values and interests of individuals, businesses,
and industries and societies.
● How to compare and contrast the different types of
intellectual property including copyrights, patents, and
trademarks.
● How to analyze the historical impact of waste and
demonstrate how a product is upcycled, reused or
remanufactured into a new product.
or system on the environment and report findings for
review by peers and /or experts.
● Research examples of how humans can devise
technologies to reduce the negative consequences of
other technologies and present your findings.
● Identify new technologies resulting from the
demands, values and interests of individuals,
businesses, and industries and societies.
● Compare and contrast the different types of
intellectual property including copyrights, patents,
and trademarks.
● Analyze the historical impact of waste and
demonstrate how a product is upcycled, reused or
remanufactured into a new product.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● 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.
35
Income and Careers ETA CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts
of decisions.
Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.
X Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
ETA CRP9. Model integrity, ethical leadership and effective
management.
X Career Awareness CRP10. Plan education and career paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance productivity.
X Career Preparation CRP12. Work productively in teams while using cultural global
competence.
Interdisciplinary Connections
36
Other standards covered:
Standards for Technological Literacy Content Standards
Technology and Society
· Standard 4. Students will develop an understanding of the cultural, social, economic, and political effects of technology.
· Standard 5. Students will develop an understanding of the effects of technology on the environment.
· Standard 6. Students will develop an understanding of the role of society in the development and use of technology.
· Standard 7. Students will develop an understanding of the influence of technology on history.
Student Resources
Primary Source
Readings
Not applicable
Secondary Source
Readings
Not applicable
Supporting Text pages Not applicable
Teacher Resources
Texts:
● Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe
37
● 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: Not applicable
Websites:
Pros & Cons to Green Energy: http://www.seai.ie/Schools/Post_Primary/Subjects/Geography_JC/Pros_Cons1/
Renewable Energy: http://www.pbs.org/wgbh/nova/labs/opportunities/
NASA Energy Technologies: http://climatekids.nasa.gov/menu/energy/
NASA Green Energy: http://climatekids.nasa.gov/energy-gallery/
NASA Climate Kids: http://climatekids.nasa.gov/career-wind-energy/
Worksheets: Teacher Created
Videos:
NASA Green Energy Videos: http://climatekids.nasa.gov/menu/watch/
Stage 2 – Assessment Evidence
Performance Task(s):
Research Projects
Other Evidence:
Pre-Assessments
38
Homework: Typing.com > Intermediate Course Lessons ● KWL Chart
● Do Now’s
● Technology Literacy Pre-Assessment
Formative Assessments
● Observations
● Student Progress Reports
● Electronic portfolio of completed assignments and
projects. Rubrics will be used to assess projects.
● Exit Tickets
Summative Assessment
● Unit Test / Unit Project
Teacher created assessments on terminology and
procedures.
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
Daily Sequence Standard Lesson Objective & Learning Activity
Day 1 8.2.8.B.1 Objective: Students will evaluate the history and impact of
sustainability on the development of a designed product or system over
39
time and present results to peers.
Activity: Students will research information about their product or
system and create a 2 slide presentation on Google Slides to present
their results. (Teacher Tasks: create a topics list, provide resources,
make slide template)
Day 2 8.2.8.B.2 Objective: Students will identify the desired and undesired
consequences from the use of a product or system.
Activity: Students will explain the desired and undesired consequences
of using fossil fuels, wind power, or hydroelectricity. Students will
engage in a brief discussion. (Poster sharing desired/undesired
consequences)
Day 3 8.2.8.B.3 Objective: Students will research and analyze the ethical issues of a
product or system on the environment and report findings for review by
peers and / or experts.
Activity: Students will research and analyze the ethical issues of using
a product or system and use Google Slides to create a 2 slide
presentation about their findings.
Day 4 8.2.8.B.4 Objective: Students will research examples of how humans can devise
technologies to reduce the negative consequences of other technologies
and present your findings.
Activity: Students will learn about fail-safes and provide examples.
Day 5 8.2.8.B.5 Objective: The students will identify new technologies resulting from
40
the demands, values, and interests of individuals, businesses, industries,
and societies.
Activity: Students will explore the impacts of various technological
advancements.
Day 6 8.2.8.B.6 Objective: The students will compare and contrast the different types of
intellectual property including copyrights, patents, and trademarks.
Activity: PowerPoint on Copyrights, Patents, & Trademarks with
guided notes. Students will then use a Venn Diagram to compare the
types of intellectual property.
Day 7 8.2.8.B.7 Objective: The students will analyze the historical impact of waste and
demonstrate how a product is upcycled, reused or remanufactrued into a
new product.
Activity: PowerPoint Presentation on the Life of Aluminum Cans
Video: https://www.youtube.com/watch?v=7dK1VVtja5c. Life Cycle
of Plastic: https://www.youtube.com/watch?v=_6xlNyWPpB8.
Day 8 8.2.8.B. Objective:
WORK DAY
Activity:
Day 9 8.2.8.B. Objective:
Review for Exam/ Project Presentation
41
Activity:
Day 10 8.2.8.B. Objective: The students will demonstrate their knowledge through the
use of a Unit Test / Project.
Activity: Students will complete a unit test/project.
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
42
Unit Plan Title
Design
Suggested Time Frame 2 weeks (~10 days)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
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.
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
● 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..
43
● 8.2.8.C.5- 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.
● 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:
The engineering design processed is used throughout the designed
world to create various products or systems.
Essential Questions:
How is the design process used to create or design a product
or system?
What are the environmental or societal impacts to
engineering disasters?
Knowledge:
Students will know…
● How to explain how different teams/groups can contribute
to the overall design of a product.
● How to explain the need for optimization in a design
process.
● How to evaluate the function, value, and aesthetics of a
technological product or system, from the perspective of
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
44
the user and the producer.
● How to identify the steps in the design process that would
be used to solve a designated problem.
● How to explain the interdependence of a subsystem that
operates as part of a system.
● How to create a technical sketch of a product with
materials and measurements labeled.
● How to 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.
● How to 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.
● How to develop a proposal for a chosen solution that
include models (physical, graphical, or mathematical) to
communicate the solution to peers.
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 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 –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
45
Career Ready Practices
9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and
employee.
Income and Careers ETA CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts
of decisions.
Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.
Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
ETA CRP9. Model integrity, ethical leadership and effective
management.
X Career Awareness CRP10. Plan education and career paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance productivity.
X Career Preparation CRP12. Work productively in teams while using cultural global
competence.
46
Interdisciplinary Connections
Other standards covered:
Standards for Technological Literacy Content Standards
Design
· Standard 8. Students will develop an understanding of the attributes of design.
· Standard 9. Students will develop an understanding of engineering design.
· Standard 10. Students will develop an understanding of the role of troubleshooting, research and development, invention
and innovation, and experimentation in problem solving.
Student Resources
Primary Source
Readings
Not applicable
Secondary Source
Readings
Not applicable
Supporting Text pages Not applicable
Teacher Resources
Texts:
● Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe
47
● 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: Not applicable
Websites:
Design Loop http://www.technologystudent.com/designpro/despro1.htm
http://www.technologystudent.com/despro_flsh/desprocon1.html
http://www.technologystudent.com/designpro/drawtec1.htm
Technical Drawings Oblique Drawing- http://www.technologystudent.com/pdfs/oblique2A.pdf
Isometric Drawing- http://technologystudent.com/PDF3/isomet1.pdf
Perspective Drawing- http://www.technologystudent.com/pdfs/twpers1.pdf
Orthographic Drawing- http://technologystudent.com/pdfs/ph_ortho1.pdf
Shading- http://www.technologystudent.com/pdfs/haird1.pdf
Worksheets:
http://www.mtsd.k12.nj.us/6459125928111841/lib/6459125928111841/Color_wheel_worksheet.doc.
http://technologystudent.com/PDF3/artdec2.pdf
http://technologystudent.com/PDF3/artdec3.pdf
Videos: Not applicable
48
Stage 2 – Assessment Evidence
Performance Task(s):
Research Projects
Homework: Typing.com > Intermediate Course Lessons
Other Evidence:
Pre-Assessments
● KWL Chart
● Do Now’s
● Technology Literacy Pre-Assessment
Formative Assessments
● Observations
● Student Progress Reports
● Electronic portfolio of completed assignments and
projects. Rubrics will be used to assess projects.
● Exit Tickets
Summative Assessment
● Unit Test / Unit Project
Teacher created assessments on terminology and
procedures.
49
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
Daily Sequence Standard Lesson Objective & Learning Activity
Day 1 8.2.8.C.1 Objective: The students will explain how different teams/groups can
contribute to the overall design of a product.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 2 8.2.8.C.2 Objective: Students will explain the need for optimization in a design
process.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 3 8.2.8.C.3 Objective: The students will explain the function, value, and aesthetics
of a technological product or system, from the perspective of a user and
the producer.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
50
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 4 8.2.8.C.4 Objective: The students will identify the steps in the design process
that would be used to solve a designated problem.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 5 8.2.8.C.5 Objective: The students will explain the interdependence of a
subsystem that operates as part of a system. Students will also create a
technical sketch of a product with materials and measurements labeled.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 6 8.2.8.C.6 Objective: The students will 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.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
51
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 7 8.2.8.C.7 Objective: The students will 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.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 8 8.2.8.C.8 Objective: The students will develop a proposal for a chosen solution
that include models (physical, graphical, or mathematical) to
communicate the solution to peers.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 9 8.2.8.C. Objective:
Review for Exam / Work Day for Project
Activity:
52
Day 10 8.2.8.C. Objective: The students will demonstrate their knowledge through the
use of a Unit Test / Culminating Project.
Activity: Students will complete a unit test.
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
53
Unit Plan Title
Abilities for a Technological World
Suggested Time Frame 2 Weeks (~10 days)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
The designed world is the product of a design process that provides the means to convert resources into products and systems.
The students will understand how to apply the design process. The students will understand how to use and maintain
technological products and systems. The students will also assess the impact of products and systems.
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
● 8.2.8.D.1-Design and create a product that addresses a real world problem using a design process under specific
constraints.
● 8.2.8.D.2-Identify the design constraints and trade-offs 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.
54
● 8.2.8.D.3-Build a prototype that meets a STEM-based design challenge using science, engineering, and math principles
that validate a solution.
● 8.2.8.D.4-Research and publish the steps for using and maintaining a product or system and incorporate diagrams or
images throughout to enhance user comprehension.
● 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.
Enduring Understandings:
The design process, the engineering approach to identifying and
solving problems is highly interactive; open to the idea that a
problem may have many solutions; a meaningful context for
learning scientific, mathematical, and technological concepts, and
a stimulus to systems thinking, modeling and analysis. In all these
ways, engineering design is a potential useful pedagogical
strategy.
Essential Questions:
How does one use the engineering design process to create a
product or system?
Knowledge:
Students will know…
● How to design and create a product that addresses a real
world problem using a design process under specific
constraints.
● How to identify the design constraints and trade-offs
involved in designing a prototype (e.g- how the prototype
might fail and how it might be improved) by completing a
Skills:
Students will be able to…
● Design and create a product that addresses a real
world problem using a design process under specific
constraints.
● Identify the design constraints and trade-offs
involved in designing a prototype (e.g- how the
prototype might fail and how it might be improved)
55
design problem and reporting results in a multimedia
presentation, design portfolio or engineering notebook.
● How to build a prototype that meets a STEM based design
challenge using science, engineering and math principles
that validate a solution.
● How to research and publish the steps for using and
maintaining a product or system and incorporate diagrams
or images throughout to enhance user comprehension.
● How to explain the impact of resource selection and the
production process in the development of common or
technological product or system.
● How to 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.
by completing a design problem and reporting
results in a multimedia presentation, design portfolio
or engineering notebook.
● Build a prototype that meets a STEM based 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.
● Explain the impact of resource selection and the
production process in the development of common
or technological product or system.
● 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.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
56
9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and
employee.
Income and Careers ETA CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts
of decisions.
Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.
Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
E CRP9. Model integrity, ethical leadership and effective
management.
Career Awareness E CRP10. Plan education and career paths aligned to personal goals.
Career Exploration ETA CRP11. Use technology to enhance productivity.
Career Preparation CRP12. Work productively in teams while using cultural global
competence.
Interdisciplinary Connections
57
Other standards covered:
Standards for Technological Literacy Content Standards
Abilities for a Technological World
· Standard 11. Students will develop abilities to apply the design process.
· Standard 12. Students will develop abilities to use and maintain technological products and systems.
· Standard 13. Students will develop abilities to assess the impact of products and systems.
Student Resources
Primary Source
Readings
Not applicable
Secondary Source
Readings
Not applicable
Supporting Text pages Not applicable
Teacher Resources
Texts:
● 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
58
● Design and Problem Solving in Technology, ISBN: 0827352468
Supplemental Workbooks: Not applicable
Websites: https://www.teachengineering.org/
Worksheets: Teacher Created
Videos: NASA, YouTube, How Things Work
Stage 2 – Assessment Evidence
Performance Task(s):
Research Projects
Homework: Typing.com > Intermediate Course Lessons
Other Evidence:
Pre-Assessments
● KWL Chart
● Do Now’s
● Technology Literacy Pre-Assessment
Formative Assessments
● Observations
● Student Progress Reports
● Electronic portfolio of completed assignments and
projects. Rubrics will be used to assess projects.
● Exit Tickets
Summative Assessment
● Unit Test / Unit Project
59
Teacher created assessments on terminology and
procedures.
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
Daily Sequence Standard Lesson Objective & Learning Activity
Day 1 8.2.8.D.1 Objective: The students will design and create a product that addresses
a real world problem using a design process under specific constraints.
Activity: Students will learn the basics of Simple Machines. Follow
Unit Plan Below:
https://www.teachengineering.org/view_curricularunit.php?url=collecti
on/cub_/curricular_units/cub_simp_machines/cub_simp_machines_curr
icularunit.xml
Day 2 8.2.8.D.1 Objective: The students will design and create a product that addresses
a real world problem using a design process under specific constraints.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
60
solar robots, mouse trap cars, snap circuits, etc.
Day 3 8.2.8.D.2 Objective: The students will identify the design constraints and trade-
offs 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.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 4 8.2.8.D.3 Objective: The students will build a prototype that meets a STEM-
based design challenge using science, engineering and math principles
that validate a solution.
Activity: Students will create a Rube Goldberg Activity using materials
brought from home. Science (kinetic/potential), Engineering (design
process/schematic/sketches), math (force equation F=ma or
work=force*distance)
Day 5 8.2.8.D.4 Objective: The students will research and publish the steps for using
and maintaining a product or system and incorporate diagrams or
images throughout to enhance user comprehension.
Activity: Students will create a user manual for how to use their Rube
Goldberg Contraption.
61
Day 6 8.2.8.D.5 Objective: The students will explain the impact of resource selection
and the production process in the development of a common or
technological product or system.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 7 8.2.8.D.6 Objective: The students will 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.
Activity: The students will be implementing the concepts discussed in
the presentations in a lab form environment. Projects to be implemented
can included but are not limited to: bridge building, CO2 powered cars,
water rockets; steam powered put boats, hot air balloons, wind turbines,
solar robots, mouse trap cars, snap circuits, etc.
Day 8 8.2.8.D. Objective:
Review for Exam / Culminating Project Work Day
Activity:
Day 9 8.2.8.D. Objective:
Review for Exam / Culminating Project Work Day
62
Activity:
Day 10 8.2.8.D. Objective: The students will demonstrate their knowledge through the
use of a Unit Test / Culminating Project.
Activity: Students will complete a unit test/ project.
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