FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue …...Introduction to Technology (2010) Pierce and...

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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

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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

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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

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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.

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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

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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

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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

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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)

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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

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8.1.8.A.5 Create a database query, sort and

create a report and describe the

process, and explain the report

results.






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).






Strand C. Communication and Collaboration: Students use digital media

and environments to communicate and work collaboratively,

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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.






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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.

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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.



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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

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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,

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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







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

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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






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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

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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







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

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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.

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Content

Area

Technology







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,

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ROM, Boolean logic terms).

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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?

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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.

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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

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Stage 2 – Assessment Evidence

Performance Task(s):


Homework: Typing.com > Intermediate Course Lessons

Other Evidence:


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

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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

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Unit Plan Title

The Nature of Technology: Creativity & Innovation

Suggested Time Frame 3 Weeks (~15 days)



Technology systems impact every aspect of the world in which we live. Students will be able to list the characteristics and scope

of technology. Students will understand the core concepts of technology. They will also be able to identify the relationships

among technologies and the connections between technology and other fields of study.


Established Goals: Standards to be covered…

● 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


Why are proper keyboarding skills essential and how will

these skills improve your productivity?

How many future tasks will benefit from your computer

application skills?

How does collaboration enable groups to achieve common

goals more efficiently?

Why are digital tools and their effective use so vital for

success in the 21st Century?

How do I choose which technological tools to use and when

it is appropriate to use them?

What are my responsibilities for using technology?

What constitutes misuse and how can it best be prevented?


How does technology influence society?

Success in the 21st-century is dependent on the ability

to utilize digital tools and new technologies for

collecting, organizing and managing data in order to

stay competitive in an ever-changing global business

environment.

Students must begin to explore their talents and

interests during their primary years and continue

throughout their lives. In order to effectively explore

and prepare for a career in a world that is consistently

evolving, students must understand that lifelong

Learning and skill building is imperative to sustain

employment in the 21st-century.

Correct keyboarding technique will increase efficiency

not only as a student but in future careers.

Technology is constantly changing and requires

continuous learning of new skills.

Selection of technology should be based on personal

and/or career needs assessment.

A tool is only as good as the person using it.

Technology use can have positive or negative impact

on both users and those affected by their use.

Knowledge: Students will know…

● How to research a product that was designed for a specific

Skills: Students will be able to…

● Research a product that was designed for a specific

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


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.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and

employee.


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



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.



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.

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Student Resources

Primary Source

Readings

Not applicable

Secondary Source

Readings

Not applicable


Teacher Resources

Texts:


● 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


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

http://www.pbs.org/wgbh/globalconnections/mideast/themes/science/

https://www.youtube.com/watch?v=j-zczJXSxnw

https://www.youtube.com/watch?v=r2sX4G5xf2g

http://www.networkcomputing.com/unified-communications/11-epic-technology-disasters/d/d-id/1093730?page_number=1

http://www.networkcomputing.com/unified-communications/11-epic-technology-disasters/d/d-id/1093730?page_number=1

28



Research Projects


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


Instructional

Strategies

Descriptions

Suggested

Learning

Activities


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


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.




Activity: The students will continue to research about the above topics

and create a multimedia presentation to discuss how they contribute to a





Activity: The students will continue to research about the above topics

and create a multimedia presentation to discuss how they contribute to a


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.


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


32

Unit Plan Title

Technology and Society

Suggested Time Frame 2 weeks (~10 days)



Knowledge and understanding of human, cultural, and society values are fundamental when designing technology systems and

products in the global society. The students will understand the cultural, social, economic, and political effects of technology.

They will investigate the effects of technology on the environment. They will identify the role of society in the development and

use of technology. The students will also investigate the influence of technology on history.


Established Goals:

Standards to be covered…

● 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.


Technology can be powerful tool however, when

technological disasters occur, they can be catastrophic.


What are the cultural, , social, economic, and

political effects of technology?

How has technology impacted humanity and the

environment?

Knowledge:

Students will know…

● How to evaluate the development of a designed product or

system over time and present results to peers.

● How to identify the desired and undesired consequences

from the use of a product or system.

● How to research and analyze the ethical issues of a

product or system on the environment and report findings

Skills:

Students will be able to…

● Evaluate the history and impact of sustainability on

the development of a designed product or system

over time and present results to peers.

● Identify the desired and undesired consequences

from the use of a product or system.

● Research and analyze the ethical issues of a product

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.



21st Century Themes



● T – taught

● A – assessed



employee.

35





of decisions.


X Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies.




Preparation


management.

X Career Awareness CRP10. Plan education and career paths aligned to personal goals.



competence.


36



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


Teacher Resources

Texts:


37





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/


Videos:

NASA Green Energy Videos: http://climatekids.nasa.gov/menu/watch/



Research Projects

Other Evidence:

Pre-Assessments

http://www.seai.ie/Schools/Post_Primary/Subjects/Geography_JC/Pros_Cons1/

http://www.pbs.org/wgbh/nova/labs/opportunities/

http://climatekids.nasa.gov/menu/energy/

http://climatekids.nasa.gov/energy-gallery/

http://climatekids.nasa.gov/career-wind-energy/

http://climatekids.nasa.gov/menu/watch/

38

Homework: Typing.com > Intermediate Course Lessons ● KWL Chart

● Do Now’s



● Observations




● Exit Tickets




procedures.


Instructional

Strategies

Descriptions

Suggested

Learning

Activities


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

https://www.youtube.com/watch?v=7dK1VVtja5c

https://www.youtube.com/watch?v=_6xlNyWPpB8

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.


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


42

Unit Plan Title

Design

Suggested Time Frame 2 weeks (~10 days)



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.


Established Goals:


● 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.


The engineering design processed is used throughout the designed

world to create various products or systems.


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:


● 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:


● 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


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.



21st Century Themes



● T – taught

● A – assessed

45



employee.





of decisions.






Preparation


management.

X Career Awareness CRP10. Plan education and career paths aligned to personal goals.



competence.

46




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


Teacher Resources

Texts:


47





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


Videos: Not applicable

http://www.technologystudent.com/designpro/despro1.htm

http://www.technologystudent.com/despro_flsh/desprocon1.html

http://www.technologystudent.com/pdfs/oblique2A.pdf

http://www.technologystudent.com/pdfs/twpers1.pdf

http://technologystudent.com/pdfs/ph_ortho1.pdf

http://www.technologystudent.com/pdfs/haird1.pdf

http://www.mtsd.k12.nj.us/6459125928111841/lib/6459125928111841/



48



Research Projects


Other Evidence:

Pre-Assessments

● KWL Chart

● Do Now’s



● Observations




● Exit Tickets




procedures.

49


Instructional

Strategies

Descriptions

Suggested

Learning

Activities


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.






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.



50




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.






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.






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.



51




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.






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







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.













53

Unit Plan Title

Abilities for a Technological World

Suggested Time Frame 2 Weeks (~10 days)



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.


Established Goals:


● 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


● 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.


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.


How does one use the engineering design process to create a

product or system?

Knowledge:


● 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:


● 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


● 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


● 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.



21st Century Themes



● T – taught

● A – assessed


56


employee.





of decisions.






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.


57



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


Teacher Resources

Texts:




58



Websites: https://www.teachengineering.org/


Videos: NASA, YouTube, How Things Work



Research Projects


Other Evidence:

Pre-Assessments

● KWL Chart

● Do Now’s



● Observations




● Exit Tickets



https://www.teachengineering.org/

59


procedures.


Instructional

Strategies

Descriptions

Suggested

Learning

Activities


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.





https://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricular_units/cub_simp_machines/cub_simp_machines_curricularunit.xml



60


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.






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


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







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.






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.













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