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FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue
Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Course Title: Technology Education: STEM Robotics
Course Codes: 8610
Grade: 8
Board of Education Adoption Date: June 22, 2015
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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
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Unit 1: Introduction to Technology Education 18
Unit 2: The Designed World 23
Unit 3: Design: EV3 Robotics 35
Unit 4: Computational Thinking: Robotics 47
Unit 5: Design: 3D Printing 54
Unit 6: Technology Operations and Concepts:
Review for 8.1 Technology Literacy
Assessment (NJ-TAP-IN)
65
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
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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:
Ev3 Core Set & Expansion Kits
MakerBot Replicator Mini – 3D Printer
Filament Cartridge Spools for 3D Printer
Web based resources:
LEGO Education: LEGO MINDSTORMS EV3 Curriculum Pack
EV3 Design Engineering Projects
EV3 Space Activity Pack & Challenge Set Combo
EV3 Middle School Science Activity Pack
Computer Programs:
LEGO MINDSTORMS EV3 Software, Pivot Animator, West Point Bridge Designer,
Gimp 2.8, Google SketchUp Make, LanSchool Lite v.7.8, Google Drive/ Apps, Windows
Movie Maker
iPad Applications:
LEGO MINDSTORMS 3D Builder, LEGO MINDSTORMS Robot Commander,
Flipagram, EV3 Programming, Tinkerplay, Makers Empire, Zotebook, Makerware for
Digitizer, Makerbot Desktop, and MakerBot PrintShop
Assessments:
Benchmark Assessments
Technology Literacy Assessment (NJTAP-IN) (Learning.com Technology Assessment)
8th Grade - Pacing Guide
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Unit Anticipated Timeframe
1 Introduction to Technology Education 3 Days
2 The Designed World 2 Weeks (~10 Days)
3 (8.2.C) Design: EV3 Robotics 2 weeks (~10 days)
4 (8.2.E) Computational Thinking:
Programming
1 week (~5 days)
5 (8.2.C) Design: 3D Printing 2 weeks (~10 days)
6 Review of 8.1 for Technology Literacy
Assessment NJ-TAP-IN
1 week (~ 5 days)
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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
8.1.8.A.5 Create a database query, sort and
create a report and describe the
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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,
including at a distance, to support individual learning and
contribute to the learning of others.
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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.
Strand D. Digital Citizenship: Students understand human, cultural, and
societal issues related to technology and practice legal and ethical
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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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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
access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and
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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.
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2014 New Jersey Core Curriculum Content Standards - Technology
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
8.2.8.
A.4
Redesign an existing product that impacts the
environment to lessen its impact(s) on the
environment.
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technologies
and the
connections
between
technology
and other
fields of
study.
8.2.8.
A.5
Describe how resources such as material, energy,
information, time, tools, people, and capital
contribute to a technological product or system.
Content
Area
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
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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
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,
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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
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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
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
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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
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,
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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):
Student Interest Inventory
Homework: Typing.com > Beginner 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.
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Day 3 8.1.8.A.1
Objective: Students will explore the nature of technology and how it has
advanced throughout history.
Activity: Students will complete guided notes for the History of Robotics,
3D Printing, Computers, etc.
*Teacher is not limited to these lessons/activities.
Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide
individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer
grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating
content
English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative
learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles
for videos
Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific
questions; scaffolding; targeted support
Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary
assignments; independent practice; extension activities
D indicates differentiation at the lesson level
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Unit Plan Title The Designed 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 consists of seven unique areas of technology. Information gathering and synthesis is crucial in the
development of technology. Technology has social, economical, and environmental impacts on our lives. Technology has strong
connections to all subject areas, especially science and math. Technological development utilizes system to produce either a
product or a more advanced system. There are four possible impacts that a technological product or system has on our lives.
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
● 8.2.8.A.5 - Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a
technological product or system.
Enduring Understandings:
Technology is the study of the human designed world. The design
process is a series of steps taken in order to create a product or
solve a problem. Technology has social, economical and
environmental impacts on our lives. Information gathering and
Essential Questions:
L1- What makes one media message more effective than
another? What are some methods used to share design
ideas? What is the importance of technical research in the
development of new technological products and systems?
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synthesis is crucial in the development of technology. What are the legal and ethical consequences of claiming
someone ideas or designs?
L2- How do humans rely on technology in today’s society?
How has technology evolved throughout human history?
How do science and math play a role in the various fields of
technology? What impact does technology have on other
subject areas? Why is it important to take these impacts into
account before designing a technological product or
system?
L3- What are the safety concerns to be considered when
working in a lab setting in school or on the job? Why is
feedback so important in a technological system? What are
the crucial technological systems that help society function
on a daily basis? What areas of technology are closely
related to one another? How can technological products or
systems reside within multiple areas? How has material
science impacted construction techniques and material
selection? How do the various manufacturing methods
differ from one another? What is the importance of
technical research in the development of new technological
products and systems? How do activities such as “reverse
engineering,” aid in the development of new technological
products and systems? How has original technologies
developed into alternative products “spin-offs”? How has
society tried to fix the environmental impacts technology
has had on the planet? How does capital influence the final
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design of a product or system?
L4- How do science and math play a role in the various
fields of technology? What impact does technology have on
other subject areas? What areas of technology are closely
related to one another? How can technological products or
systems reside within multiple areas? What are the basic
components of a technological system? Why is feedback so
important in a technological system? What are the crucial
technological systems that help society function on a daily
basis?
L5- How has transportation made our world seem smaller?
How do humans rely on technology in today’s society?
How has technology evolved throughout human history?
How has technology helped to extent human capabilities
throughout history? What are the four possible impacts that
a technological system of product can have on society?
Why is it important to take these impacts into account
before designing a technological product or system? What
are some examples of historical unexpected outcomes in
technology?
L6- How do science and math play a role in the various
fields of technology? What impact does technology have on
other subject areas? How has the field of biology been
combined with traditional agricultural methods to create
new technologies? What are the basic components of a
technological system? Why is feedback so important in a
26
technological system? What are the crucial technological
systems that help society function on a daily basis? How do
humans rely on technology in today’s society? How has
technology helped to extent human capabilities throughout
history?
L7- How do science and math play a role in the various
fields of technology? What impact does technology have on
other subject areas? What is the importance of medical
technology on the lives of humans? How do humans rely on
technology in today’s society? How has technology helped
to extent human capabilities throughout history?
L8 &9 - What are the safety concerns to be considered
when working in a lab setting in school or on the job? What
protection can be used in a laboratory environment? What
characteristics are essential to a functional team? What are
the benefits of working in a team environment as opposed to
individually? Why is personal responsibility a crucial
element of a team member? What is the importance of
technical research in the development of new technological
products and systems? How do activities such as “reverse
engineering,” aid in the development of new technological
products and systems? What are the legal and ethical
consequences of claiming someone ideas or designs?
L10- What are the major steps of the design process? How
does the design process help to produce more successful
technologies? What is the importance of technical research
27
in the development of new technological products and
systems? How do activities such as “reverse engineering,”
aid in the development of new technological products and
systems? What are the legal and ethical consequences of
claiming someone ideas or designs?
Knowledge:
Students will know…
How to identify the basic elements of design and how they
are used in areas such as: graphic design, product design
and architecture.
How to identify and describe the resources that are
specific to construction technology.
How to identify the various methods in the manufacturing
of a product or system.
How to describe the importance of renewable resources
and clean energy.
How to list and explain the various modes of
transportation throughout history.
How to explain the various methods of food production
and describe the advancements in agricultural
technologies throughout history.
How to explain the various methods of medicine
Skills:
Students will be able to…
● Identify the basic elements of design and how they
are used in areas such as: graphic design, product
design and architecture.
● Identify and describe the resources that are specific
to construction technology.
● Identify the various methods in the manufacturing of
a product or system.
● Describe the importance of renewable resources and
clean energy.
● List and explain the various modes of transportation
throughout history.
● Explain the various methods of food production and
describe the advancements in agricultural
technologies throughout history.
● Explain the various methods of medicine production
throughout history.
● List and explain the various technological career
fields, research programs of study and gather
information about a career.
28
production throughout history.
How to list and explain the various technological career
fields, research programs of study and gather information
about a career.
How to explain the various steps of the engineering design
process.
● Explain the various steps of the engineering design
process. The students will be able to list and explain
the various steps of the engineering design process.
● Explain and demonstrate the various sketching
techniques that can be used in the engineering
design process. (optional)
● Reverse engineer a real world product and analyze it
for design elements and flaws. (optional)
● Describe the impact of the design engineering
process on a product or system.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
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.
X Income and Careers ETA CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management ET CRP4. Communicate clearly and effectively and with reason.
29
Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts
of decisions.
X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.
Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
ETA CRP9. Model integrity, ethical leadership and effective
management.
X Career Awareness ETA CRP10. Plan education and career paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance productivity.
X Career Preparation E CRP12. Work productively in teams while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
Standards for Technological Literacy Content Standards
The Designed World
● Standard 14. Students will develop an understanding of and be able to select and use medical technologies.
● Standard 15. Students will develop an understanding of and be able to select and use agricultural and related
biotechnologies.
● Standard 16. Students will develop an understanding of and be able to select and use energy and power technologies.
30
● Standard 17. Students will develop an understanding of and be able to select and use information and communication
technologies.
● Standard 18. Students will develop an understanding of and be able to select and use transportation technologies.
● Standard 19. Students will develop an understanding of and be able to select and use manufacturing technologies.
● Standard 20. Students will develop an understanding of and be able to select and use construction technologies.
Student Resources
Primary Source
Readings
Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe
Secondary Source
Readings
Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher
Supporting Text pages Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher -
Student Workbook
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: Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher -
31
Student Workbook
Websites:
● www.tsaweb.org
● Elements and Principles of Design - http://www.digital-web.com/articles/principles_of_design
● http://www.wiu.edu/art/courses/design/elements.htm
● http://ficml.org/jemimap/style/color/wheel.html
● http://www.greatbuildings.com/types.html
Worksheets:
● Teacher Created* Design Loop http://www.technologystudent.com/PDF4/despro_concise1.pdf
Videos:
● Food Inc. http://www.youtube.com/watch?v=acmysuOkG0Q
Stage 2 – Assessment Evidence
Performance Task(s):
Research Projects
Lesson Activities / Projects/ Design Briefs
Other Evidence:
Pre-Assessments, Formative Assessments, Summative
Assessments
● Quizzes and Tests
● Worksheets
● Project Assessment
● Article Summaries
● Engineering Notebook Assessments
32
● Responses to Discussion Questions
● TSA Rubrics- optional
● Unit Test
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
Daily Sequence Standard Lesson Objective & Learning Activity
Day 1
Information &
Communication
Technologies
8.2.8.A.5
STL-17
Objective: To identify the basic elements of design and how they are
used in areas such as: graphic design, product design and architecture.
Activity: Students will research a famous landmark/monument and
describe the elements of design used in its fabrication.
Day 2
Construction
Technology
8.2.8.A.5
STL-20
Objective: identify and describe the resources that are specific to
construction technology.
Activity: Students will design and construct a model house, bridge or
other structure (using paper).
Day 3
Manufacturing
Technology
8.2.8.A.5
STL-19
Objective: To identify the various methods in the manufacturing of a
product or system.
Activity: Car assembly line drawing activity (5 students per row) Get a
car outline and each students needs to draw an essential element of the
33
vehicle and time their assembly line.
Day 4
Energy & Power
Technologies
8.2.8.A.5
STL-16
Objective: To describe the importance of renewable resources and
clean energy.
Activity: Build a circuit or design a reusable flashlight.
Day 5
Transportation
Technology
8.2.8.A.5
STL-18
Objective: To list and explain the various modes of transportation
throughout history.
Activity: Construct a solar powered, mouse trap car, rubber band plane,
wind powered, water powered vehicle.
Day 6
Biotechnology
and Agriculture
8.2.8.A.5
STL-15
Objective: To explain the various methods of food production and
describe the advancements in agricultural technologies throughout
history.
Activity: Make a hydroponic system using a water bottle.
Day 7
Medical
Technology
8.2.8.A.5
STL-14
Objective: To explain the various methods of medicine production
throughout history.
Activity: Disease prevention activity (food colored water, cups and
pipettes)
Day 8
Careers in
Technology
8.2.8.A.5
9.2
Objective: To list and explain the various technological career fields,
research programs of study and gather information about a career.
Activity: Research various careers in STEM or Technology fields and
make a poster related to your career.
34
Day 9
Careers in
Technology
8.2.8.A.5
9.2
Objective: To list and explain the various technological career fields,
research programs of study and gather information about a career.
Activity: Museum walk and present their career option.
Day 10
Engineering
Design Process
8.2.8.A.5
Objective: To explain the various steps of the engineering design
process. The students will be able to list and explain the various steps of
the engineering design process.
Activity: Design a disposable / portable homeless shelter (depending on
the location of choice).
* Teacher is not limited to these suggested activities.
Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide
individual & small group help; notes, and study guides; provide background knowledge; flexible grouping;
peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking;
differentiating content
English Language Learners: use consistent, simplified language; provide bilingual partner; provide
cooperative learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the
content; subtitles for videos
Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating
specific questions; scaffolding; targeted support
Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or
complementary assignments; independent practice; extension activities
D indicates differentiation at the lesson level
35
Unit Plan Title Design: EV3 Robotics
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. The
students will use the Lego Mindstorms EV3’s to construct a robot using the design process.
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..
● 8.2.8.C.5- Explain the interdependence of a subsystem that operates as part of a system.
36
○ Create a technical sketch of a product with materials and measurements labeled.
● 8.2.8.C.6-Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot,
evaluate and test options to repair the product, presenting the better solution.
● 8.2.8.C.7- Collaborate with peers and experts in the field to research and develop a product using the design process, data
analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle.
● 8.2.8.C.8- Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to
communicate the solution to peers.
Enduring Understandings:
Identify roles robotics has in manufacturing.
Explain the type of energy transfer in their robot.
Explain how robots have changed how products are
manufactured.
Apply an understanding of modern manufacturing to design and
build a product.
Essential Questions:
What steps do manufacturers take to design and build a
product?
What role does robotics have in manufacturing?
How have robotics changed how products are
manufactured?
How is energy transferred between objects or systems?
Knowledge:
Students will know…
● How to write descriptions of their group discussions,
working procedures, observations, results, and reflections;
● How to record their data in table or graph form;
● How to post audio recordings of their work in progress,
discussions, and robot behavior;
● How to insert their own pages;
● How to add images and videos of their robot in action;
Skills:
Students will be able to…
● Explain how different teams/groups can contribute
to the overall design of a product.
● Explain the need for optimization in a design
process.
● Evaluate the function, value, and aesthetics of a
technological product or system, from the
perspective of the user and the producer.
37
● How to share their unique project with other students.
● Identify the steps in the design process that would be
used to solve a designated problem..
● Explain the interdependence of a subsystem that
operates as part of a system.
○ Create a technical sketch of a product with
materials and measurements labeled.
● Collaborate to examine a malfunctioning system and
identify the step-by-step process used to
troubleshoot, evaluate and test options to repair the
product, presenting the better solution.
● Collaborate with peers and experts in the field to
research and develop a product using the design
process, data analysis and trends, and maintain a
design log with annotated sketches to record the
developmental cycle.
● Develop a proposal for a chosen solution that
include models (physical, graphical or
mathematical) to communicate the solution to peers.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
38
Career Ready Practices
9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and
employee.
X Income and Careers ETA CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management ET CRP4. Communicate clearly and effectively and with reason.
X Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts
of decisions.
Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.
Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
E CRP9. Model integrity, ethical leadership and effective
management.
X Career Awareness CRP10. Plan education and career paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance productivity.
X Career Preparation E CRP12. Work productively in teams while using cultural global
competence.
39
Interdisciplinary Connections
Other standards covered:
Next Generation Science Standards: Engineering Design
MS-ETS1-1.- Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution,
taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit
possible solutions. MS-ETS1-2.- Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and
constraints of the problem. MS-ETS1-3.- Analyze data from tests to determine similarities and differences among several design solutions to identify the
best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4.- Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process
such that an optimal design can be achieved.
Student Resources
Primary Source
Readings
Lego Mindstorms EV3 Robot Educator
Secondary Source
Readings
Carnegie Mellon University Robotics Academy Lessons
Supporting Text pages Not applicable
Teacher Resources
Texts:
● Beginning LEGO MINDSTORMS EV3 – Mark Rollins
40
● The LEGO MINDSTORMS EV3 Laboratory – Daniele Benedettelli
● The LEGO MINDSTORMS EV3 Discovery Book – Laurens Valk
● LEGO Mindstorms EV3: Build and Program Your Own LEGO Mindstorms EV3 Robots – Marziah Karch
● Exploring LEGO Mindstorms EV3 – Eun Jung Park
● Maximum LEGO EV3: Bringing Robots with JAVA Brains – Brian Bagnall
● The Art of LEGO Mindstorms EV3 Programming – Terry Griffin
Classroom Activities for the Busy Teacher : EV3 – Damien Kee
Supplemental Workbooks:Not applicable
Websites:
● http://www.manufactureyourfuture.com/sites/manufactureyourfuture.com/files/Assets/Manufacture%20Your%20Futur
e%20Lesson%202_0.pdf
Lego Mindstorms EV3 Teacher Resources/ Curriculum: ● http://www.ri.cmu.edu/ ● https://www.cs2n.org/blog/the-ev3-curriculum-is-available ● http://www.education.rec.ri.cmu.edu/content/lego/ev3/curriculum/preview/ ● http://stemrobotics.cs.pdx.edu/node/291
Software:
● LEGO EV3 – Core Kits / Extension Kits/ EV3 Software
● EV3 Curriculum - Design Engineering Projects
● EV3 - Commander, 3D Builder, Programming, Fix the Factory Applications
● STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643
Worksheets: Teacher Created*
Videos:
● Walch.com / Everest Trek / Litemind.com/scamper
41
● ROBOTEC Curriculum ● ROBOTEC Curriculum Index ● BrainPOP - Robotics ● History of Robotics ● Robotics Lab Movie
Lego Mindstorm Tutorial: http://education.lego.com/en-us/ http://education.lego.com/en-us/preschool-and-school/secondary/mindstorms-education-ev3/instant-
success/introduction
Stage 2 – Assessment Evidence
Performance Task(s):
Research Projects
Robot / Design Projects
Other Evidence:
Pre-Assessments, Formative Assessments, Summative
Assessments
● Engineering Notebook
● Design Process
● Construction of Robot
● Team Collaboration
● Final Presentation
● Quizzes and Tests
● Worksheets
● Project Assessment
● Article Summaries
● Responses to Discussion Questions
42
● TSA Rubrics- optional
● Unit Test
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: To explain how different teams/groups can contribute to the
overall design of a product.
Activity: Introduction to Design Engineering
Lesson 1. What Is a Robot and What Do They Do? a. In the Robots In Action category, real robots from seven industries
are represented in videos. Watch one or more of the clips in small
groups or as a class. b. Discuss the questions included in the video projects and make
conclusions about where robots are found now and may be found in the
future.
c. Hand out the building sets for each team. Challenge students to use
the Robot Educator tutorials to control a motor, EV3 Brick Display, and
EV3 Brick Status Lights. By the end of the lesson, students should
know how to build with a motor, how to create and download a
program, and how to run it on the EV3 Brick.
43
Day 2 8.2.8.C.2 Objective: To explain the need for optimization in a design process.
Activity: Lesson 2. Working as Engineers a. Review the Key Concepts Engineering Process project to help
students become familiar with the language and process of engineering. b. Challenge students to design, build, and program a robot using Make
It Move With Wheels. c. During the students’ Brainstorming process, try the Key Concepts
Measuring Distance project. You may wish to work with the building
and programming tools as a class or have students work with the tools
on their own. Measuring Distance uses a motorized wheel and a
program with the EV3 Brick to convert motor rotations to distance in
centimeters.
Day 3 8.2.8.C.3 Objective: To evaluate the function, value, and aesthetics of a
technological product or system, from the perspective of the user and
the producer.
Activity: Lesson 3. Make It Move Without Wheels a. Challenge students to design, build, and program a robot using Make
It Move Without Wheels. This is a creative design challenge. Moving
without using wheels demands experimenting with other kinds of
mechanisms. b. Use the Make It Move Video and discussion questions for inspiration
and support in finding other ways that robots can move without wheels.
Day 4 8.2.8.C.4 Objective: To identify the steps in the design process that would be
used to solve a designated problem..
Activity: Lesson 4. Using Sensors
a. Challenge students to explore sensor feedback and control the
44
display, lights, and sounds of their robot for Make It Smarter With a
Sensor. b. During the students’ Brainstorming process, refer to the Key
Concepts Sensors and Sensing project. You may wish to take some
class time to discuss each sensor and how it can be used.
Day 5 8.2.8.C.5 Objective: To explain the interdependence of a subsystem that operates
as part of a system.
Activity: Lessons 5 and 6. Sensors and Motors
a. Challenge students to control robot behavior using motors and sensor
feedback for Make It Smarter and Faster. b. Use the Make It Smarter Video and discussion questions for
inspiration and support in finding other ways robots move as they react
to sensors and the environment.
Day 6 8.2.8.C.6 Objective: 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.
Activity: WORK DAY
Day 7 8.2.8.C.7 Objective: 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.
Activity: Lessons 7 and 8. Systems Thinking a. Review the Key Concepts Systems and Subsystems project to help
students become familiar with the language and the conceptual and
practical thinking about a robot as a larger system of subsystems.
b. Challenge students to design a robotic system with Make a System
45
That Picks and Places project.
c. For a more elaborate final project, you could challenge the students to
combine their robotic systems into a large system that moves the
Cuboid from one robot to another around the room!
Day 8 8.2.8.C.1-8 Objective:
WORK DAY
Activity:
Day 9 8.2.8.C.1-8 Objective:
WORK DAY
Activity:
Day 10 8.2.8.C.8 Objective: To develop a proposal for a chosen solution that include
models (physical, graphical or mathematical) to communicate the
solution to peers
Activity: Students will present their working robots and describe their
design process.
* Teacher is not limited to these suggested activities.
Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide
individual & small group help; notes, and study guides; provide background knowledge; flexible grouping;
peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking;
differentiating content
English Language Learners: use consistent, simplified language; provide bilingual partner; provide
46
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
47
Unit Plan Title
Computational Thinking: Programming
Suggested Time Frame 1 week (~5 days)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to create
knowledge. The students will be able to understand computational thinking and computer programming as tools using in design
and engineering.
Stage 1 – Desired Results
Established Goals: Standards to be covered…
● 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, ROM, Boolean logic terms).
Enduring Understandings:
Computational thinking builds and enhances problem solving,
allowing students to move beyond using knowledge to creating
knowledge.
Essential Questions:
How have computers impacted humanity?
What is the relationship between hardware and software?
48
Knowledge: Students will know…
● How to identify ways computers are used that have had an
impact across the range of human activity and within
different careers where they are used.
● How to demonstrate an understanding of the relationships
between hardware and software.
● How to develop an algorithm to solve an assigned problem
using a specific set of commands and use peer review to
critique the solution.
● How to use appropriate terms in conversation (e.g.-
programming, language, data, RAM, ROM, Boolean logic
terms).
Skills: Students will be able to…
● Identify ways computers are used that have had an
impact across the range of human activity and within
different careers where they are used.
● Demonstrate an understanding of the relationships
between hardware and software.
● Develop an algorithm to solve an assigned problem
using a specific set of commands and use peer
review to critique the solution.
● Use appropriate terms in conversation (e.g.-
programming, language, data, RAM, ROM, Boolean
logic terms).
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.
X Income and Careers ETA CRP2. Apply appropriate academic and technical skills.
49
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management ET CRP4. Communicate clearly and effectively and with reason.
X Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts
of decisions.
Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.
Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
E CRP9. Model integrity, ethical leadership and effective
management.
X Career Awareness CRP10. Plan education and career paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance productivity.
X Career Preparation E CRP12. Work productively in teams while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
Next Generation Science Standards: Engineering Design
MS-ETS1-1.- Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution,
taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit
50
possible solutions.
MS-ETS1-2.- Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and
constraints of the problem.
MS-ETS1-3.- Analyze data from tests to determine similarities and differences among several design solutions to identify the
best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4.- Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process
such that an optimal design can be achieved.
National Educational Technology Standards for Students (NETS-S)
6. Technology Problem-Solving and Decision-Making Tools Students: a. use technology resources for solving problems and making informed decisions.
b. employ technology in the development of strategies for solving problems in the real world.
Student Resources
Primary Source
Readings
Glencoe’s “Introduction to Technology” Textbook 2010 (Grades 6-8)
Secondary Source
Readings
Not applicable
Supporting Text pages Not applicable
Teacher Resources
Texts: Glencoe’s “Introduction to Technology” Textbook 2010 (Grades 6-8)
Supplemental Workbooks: Glencoe’s “Introduction to Technology” Student Workbook 2010 (Grades 6-8)
Websites: www.gcflearnfree.org
51
Worksheets: Hardware vs. Software Teacher Made Handout, SMART Board Presentation & Sort
Videos: GCF Learning: Computer Basics: http://www.gcflearnfree.org/computerbasics/1.2
Stage 2 – Assessment Evidence
Performance Task(s):
Research Projects
Worksheets / Handouts
Other Evidence:
Pre-Assessments, Formative Assessments, Summative
Assessments
● Parts of a Computer Quiz
● Labeling the Computer’s Components Handout
● Engineering Notebook
● Design Process
● Construction of Robot
● Team Collaboration
● Final Presentation
● Quizzes and Tests
● Worksheets
● Project Assessment
● Article Summaries
● Responses to Discussion Questions
● TSA Rubrics- optional
● Unit Test
52
Stage 3 – Learning Plan
Instructional
Strategies Descriptions
Suggested
Learning
Activities
Daily Sequence Standard Lesson Objective & Learning Activity
Day 1 8.2.8.E.1 Objective: The students will identify ways computers are used that have
had an impact across the range of human activity and within different
careers where they are used.
Activity: Students will research different careers and identify ways to
which technology has advanced that field of study.
Day 2 8.2.8.E.2 Objective: The students will demonstrate an understanding of the
relationship between hardware and software.
Activity: The students will compare between computer components and
the LEGO Mindstorms EV3 components.
Day 3 8.2.8.E.3 Objective: The students will develop an algorithm to solve an assigned
problem using a specified set of commands and use peer review to critique
the solution.
Activity: Students will use the EV3 Robots to program it to navigate a
maze or participate in the Hour of Code.
Day 4 8.2.8.E.4 Objective: The students will use appropriate terms in conversation (e.g.-
programming, language, data, RAM, ROM, Boolean logic terms).
Activity: Students will have a class discussion or debate discussing the
elements of technology and address various forms of jargon.
Day 5 8.2.8.E Objective: Students will demonstrate mastery of Standard 8.2.8.E.
53
Activity: Unit Test
* Teacher is not limited to these suggested activities.
Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide
individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer
grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating
content
English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative
learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles
for videos
Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific
questions; scaffolding; targeted support
Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary
assignments; independent practice; extension activities
D indicates differentiation at the lesson level
54
Unit Plan Title Design: 3D Printing
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. The
students will use Google Sketchup, Creo or Makerbot Desktop / iPad App/ Makerbot Digitizer to create an Auto-CAD
representation/model of an object and then print it on a 3D printer.
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..
● 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.
55
● 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:
How is rapid prototyping changing the way we create things?
3D printing is taking an image and slicing it to create thin layers.
Each layer is printed in order to create a 3D object.
3D printing allows quick modifications and customization with
minimal cost.
Essential Questions:
What are the ethical and legal implications of altering or
using online designs and freeware?
How do you take a 2D image and turn it into something
tangible that you can hold in your hand?
Knowledge:
Students will know…
How to design, create and print a 3D plastic object using
the Makerbot 3D Printer
Skills:
Students will be able to…
Makerbot operating & safety instruction
Creating objects in Inventor, Google Sketchup or
3DS Max Using ReplicatorG software to create
code.
Send code to Makerbot to create a 3D plastic object
Making simple 3D objects
56
Download .stl file.
Open in ReplicatorG. >Resize if desired and insure
that the model is set on the base.
Create G-code.
Turn on MakerBot Thing-o-matic (with heated base
platform).
Make sure intended color of ABS plastic filament is
loaded.
Connect to machine.
Print.
Watch for the duration of the print.
9. Allow time for the print to cool, remove any
excess plastic.
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
57
Career Ready Practices
9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and
employee.
X Income and Careers ETA CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management ET CRP4. Communicate clearly and effectively and with reason.
X Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts
of decisions.
Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.
Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
E CRP9. Model integrity, ethical leadership and effective
management.
X Career Awareness CRP10. Plan education and career paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance productivity.
X Career Preparation E CRP12. Work productively in teams while using cultural global
competence.
58
Interdisciplinary Connections
Other standards covered:
Next Generation Science Standards: Engineering Design
MS-ETS1-1.- Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution,
taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit
possible solutions. MS-ETS1-2.- Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and
constraints of the problem. MS-ETS1-3.- Analyze data from tests to determine similarities and differences among several design solutions to identify the
best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4.- Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process
such that an optimal design can be achieved.
Student Resources
Primary Source
Readings
Makerbot Replicator Mini User Manual
Secondary Source
Readings
Not applicable
Supporting Text pages Not applicable
Teacher Resources
Texts: optional
59
Supplemental Workbooks: optional
Websites:
● Getting Started
● Installing the RAMBO Driver
● Viewing and Modifying Parts
● Layer-By-Layer Previewing
● Slice Settings Explained
● MatterHackers 3D Printing FAQ
● How to Customize Printing Presets
● How to Use Text Creator
Worksheets:
● 3D Printing Glossary of Terms
● 3D Printing Lab Report
● Printable Orion / Rostock Max Process Overview Poster
● Printable Pre-Print Checklist Poster
Videos:
● SeeMeEducate YouTube Channel
● Unboxing and Setup of the Orion Delta 3D Printer
● Calibrating the Orion Delta’s Z Height
● Preparing the Glass Print Plate
3D Printables
● Repables
● Smithsonian X 3D
Possible Software ● MatterControl (Windows Download)
60
● MatterControl (MacOSX Download)
● Repetier-Host
● Netfabb Basic
● Autodesk Meshmixer
● Tinkercad
● Makerbot Desktop ● Makerbot Digitizer
Additional Resources ● Slic3r Manual
Stage 2 – Assessment Evidence
Performance Task(s):
Possible Research Projects
● Iris Container
● Sample Infill Disc Display
● 3D Printed Bridges
● Other Projects
Other Evidence:
Pre-Assessments, Formative Assessments, Summative
Assessments
● 3D Rendering & Model
● Engineering Notebook
● Design Process
● Construction of Robot
● Team Collaboration
● Final Presentation
● Quizzes and Tests
● Worksheets
● Project Assessment
● Article Summaries
61
● Responses to Discussion Questions
● TSA Rubrics- optional
● Unit Test
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: Module Overview & Objectives Reading: What is 3D Printing?
Lesson 1: Introduction to 3D Printing Discussing Positives and Negatives: All technology can be viewed as
having both good and bad impacts. Have a class discussion around
positive and negative impact of 3D printing technologies.
Day 2 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 3D Printing Process
62
Day 3 8.2.8.C.2 Objective: The students will explain the need for optimization in a
design process.
Activity: Anatomy of the MakerBot Replicator Mini - 3D Printing
Safety / Safety Quiz (Kahoot)
Day 4 8.2.8.C.2 Objective: The students will explain the need for optimization in a
design process.
Activity: Students will explore the ways one can optimize their designs
using the various features of the MakerBot Desktop software.
Day 5 8.2.8.C.3 Objective: The students will evaluate the function, value, and aesthetics
of a technological product or system, from the perspective of the user
and the producer.
Activity: In the student’s engineering notebooks, the students will
evaluate the function, value and aesthetics of the MakerBot 3D printer
and have a class discussion from the perspective of the user and the
producer.
Day 6 8.2.8.C.3 Objective: The students will evaluate the function, value, and aesthetics
of a technological product or system, from the perspective of the user
and the producer.
Activity: The students will learn how to create a simple 3D shape using
MakerBot Desktop or a 3D printing, iPad app.
Day 7 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 try to solve the designated problem and
share solutions to rectify the problem.
63
Day 8 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 continue working on creating their 3D
shape.
Day 9 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 continue working on creating their 3D
shape.
Day 10 Objective: The students will finalize their .stl file and export it to print
on the 3D printer.
Activity: WORK DAY
* Teacher is not limited to these suggested activities.
Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide
individual & small group help; notes, and study guides; provide background knowledge; flexible grouping;
peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking;
differentiating content
English Language Learners: use consistent, simplified language; provide bilingual partner; provide
cooperative learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the
content; subtitles for videos
Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating
specific questions; scaffolding; targeted support
64
Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or
complementary assignments; independent practice; extension activities
D indicates differentiation at the lesson level
65
Unit Plan Title
Technology Operations & Concepts: Review for 8.1 Technology Literacy Assessment (NJ-TAP-IN)
Suggested Time Frame 1 week (~5 days)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
The students will demonstrate a sound understanding of technology concepts, systems, and operations. The students will
understand and use technology systems as well as select and use applications effectively and productively. Students will
effectively model proper techniques to accurately input data using touch keyboarding while using specific features of an
operating system.
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.
● 8.1.8.A.2- Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyer's) 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.
● 8.1.8.A.5- Create a database query, sort and create a report and describe the process, and explain the report results.
● 8.1.8.D.1-Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
Enduring Understandings: ● Success in the 21st-century is dependent on the ability to utilize
Essential Questions: ● Why are proper keyboarding skills essential and how will
66
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.
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?
Knowledge: Students will know…
● The impacts technology has on society
● How to create documents / simulations / spreadsheets
Skills: Students will be able to…
● Demonstrate knowledge of a real world problem
using digital tools.
● Create a document (e.g. newsletter, reports,
personalized learning plan, business letters or
flyer's) using one or more digital applications to be
critiqued by professionals for usability.
● Use and/or develop a simulation that provides an
67
environment to solve a real world problem or theory.
● Graph and calculate data within a spreadsheet and
present a summary of the results.
● Create a database query, sort and create a report and
describe the process, and explain the report results.
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.
X Income and Careers ETA CRP2. Apply appropriate academic and technical skills.
X Money Management ETA CRP3. Attend to personal health and financial well-being.
X Credit and Debt Management E CRP4. Communicate clearly and effectively and with reason.
X Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts
of decisions.
X Becoming a Critical Consumer E CRP6. Demonstrate creativity and innovation.
X Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies. Insuring and Protecting E CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
ET 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
68
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.
2. Social, Ethical, and Human Issues Students:
a. understand the ethical, cultural, and societal issues related to technology. b. practice responsible use of technology systems, information and software. c. develop positive attitudes toward technology uses that support life-long learning, collaboration, personal pursuits and
productivity.
3. Technology Productivity Tools Students: a. use technology tools to enhance learning, increase productivity, and promote creativity.
b. use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing
other creative works.
4. Technology Communications Tools Students: a. use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
b. use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5. Technology Research Tools Students:
a. use technology to locate, evaluate, and collect information from a variety of sources.
b. use technology tools to process data and report results. c. evaluate and select new information resources and technological
innovations based on the appropriateness to specific tasks.
69
6. Technology Problem-Solving and Decision-Making Tools Students: a. use technology resources for solving problems and making informed decisions.
b. employ technology in the development of strategies for solving problems in the real world.
Student Resources
Primary Source
Readings
Not applicable
Secondary Source
Readings
Not applicable
Supporting Text pages Not applicable
Teacher Resources
Texts: optional
Supplemental Workbooks: optional
Websites: GCF Learning, BrainPOP
Worksheets: Financial Literacy Worksheet, Spreadsheet Management Worksheet
Videos:GCF Learning, BrainPOP
70
Stage 2 – Assessment Evidence
Performance Task(s):
Research Projects
Spreadsheet Project
Other Evidence:
Pre-Assessments, Formative Assessments, Summative
Assessments
● Culminating Unit Project
● Spreadsheet Quiz
● Engineering Notebook
● Design Process
● Construction of Robot
● Team Collaboration
● Final Presentation
● Quizzes and Tests
● Worksheets
● Project Assessment
● Article Summaries
● Responses to Discussion Questions
● TSA Rubrics- optional
● Unit Test
Stage 3 – Learning Plan
Instructional
Strategies Descriptions
Suggested
Learning
Daily Sequence Standard Lesson Objective & Learning Activity
Day 1 8.1.8.A.1 Objective: To review 8.1 Technology Standards
71
Activities 8.1.8.A.2
Activity: To practice creating a digital document.
Homework: Typing.com > Advanced Course Lessons
Day 2 8.1.8.A.3 8.1.8.A.4
Objective: To review 8.1 Technology Standards
Activity: To practice developing a simulation, graph, and calculate data
in a spreadsheet.
Homework: Typing.com > Advanced Course Lessons
Day 3 8.1.8.A.5
8.1.8.D.1
Objective: To review 8.1 Technology Standards
Activity: To practice making a database query, create a report, model
digital safety. Homework: Typing.com > Advanced Course Lessons
Day 4 8.1 Objective: To review 8.1 Technology Standards
Activity: Socrative Student App Space Race/Quiz Homework: Typing.com > Advanced Course Lessons
Day 5 8.1 Objective: To demonstrate mastery of 8.1 through the completion of
the NJ-TAP-IN Assessment.
Activity: NJ-TAP-IN Assessment
Homework: Typing.com > Advanced Course Lessons * Teacher is not limited to these suggested activities.
Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide
individual & small group help; notes, and study guides; provide background knowledge; flexible grouping;
peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking;
differentiating content
English Language Learners: use consistent, simplified language; provide bilingual partner; provide
72
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