Areas of Focus: Proficiencies (Cumulative Progress Indicators) Examples, Outcomes, Assessments Technology Standard 8.1.8.A Technology, Educational Technology: Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations Technology Standard 8.1.8.B Technology, Educational Technology: Creativity and Innovation Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. Technology Standard 8.1.8.C Technology, Educational Technology: Communication and collaboration Students use digital media and environments to communicate and work collaboratively. Technology Standard 8.1.8.D Technology, Educational Technology: Digital Citizenship Students advocate and practice safe, legal and responsible use of information and technology. Technology Standard 8.1.8.E Technology, Educational Technology: Research and Information Fluency Students use digital tools to gather, evaluate and use information. Technology Standard 8.1.8.F Technology, Educational Technology: Critical Thinking Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions. Technology Standard 8.2.8.A Technology, Education, Engineering and Design: Nature of Technology: Creativity Instructional Focus: The core concepts and operations of technology. The difference between the man-made world and the natural world. Differentiate between the role of a scientist and the role of an engineer. The rationale for learning technology and the meaning of technological literacy The various components of a system and how they interrelate to produce a result Sample Assessments: Vocabulary quiz Engineering Journal Review Collaborative Group Response (Describe your experience, share new ideas, etc.) Brainstorming session on a lighting system Teacher observation Instructional Strategies: Reading Comprehension Activity Students watch the video “What is Technology” Collaborative activity: students brainstorm why technology is important at school and at home. Students read Chapter 1 from the text “Technology Education”. Students complete and review the vocabulary quiz. Journal Entries: quiz responses will be written in students’ Engineering Design notebooks Interdisciplinary Connections Engineering – Create a design brief for a lighting system Science concepts – Brainstorm the differences between objects in the world and objects in the natural world.
Technology Standard 8.1.8.A Technology, Educational Technology: Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations Technology Standard 8.1.8.B Technology, Educational Technology: Creativity and Innovation Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. Technology Standard 8.1.8.C Technology, Educational Technology: Communication and collaboration Students use digital media and environments to communicate and work collaboratively. Technology Standard 8.1.8.D Technology, Educational Technology: Digital Citizenship Students advocate and practice safe, legal and responsible use of information and technology. Technology Standard 8.1.8.E Technology, Educational Technology: Research and Information Fluency Students use digital tools to gather, evaluate and use information. Technology Standard 8.1.8.F Technology, Educational Technology: Critical Thinking Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions. Technology Standard 8.2.8.A Technology, Education, Engineering and Design: Nature of Technology: Creativity and Innovation Technology products and systems impact every aspect of the world in which they live. Instructional Focus: Understand the core concepts of technology and technology systems Work productively in collaborative groups Brainstorming techniques Identify the 8 steps of the Engineering design process Identify criteria and constraints of the design process Requirements for a design include both criteria and constraints Sample Assessments: Engineering Design Process Quiz Tower Building Project Assessed in accordance with the Paper Tower grading rubric. Instructional Strategies: Requirements for a design include both criteria and constraints Students watch the NASA video series “The Engineering design Process” Identify and describe the major steps in the Engineering Process Complete the design process quiz. Students watch the video “Building the Eiffel Tower” Students use Chromebooks to research tower designs. Students working in groups of two brainstorm a tower design made from 3 sheets of copy paper and 12 inches of masking tape. Students record their sketches in their engineering journals. Student groups build their towers during one class period. Students brainstorm why some towers achieved greater height.
Use tools to solve a mathematical problem. Tools may include pencils, paper, rulers, protractor, calculator, spread sheet etc. NJSLS Math Practice 8.6 Attend to Precision Use clear definitions in discussion with others and in reasoning. Use care in specifying units of measure. The following skills and themes listed to the right should be reflected in the design of units and lessons for this course or content area. 21st Century Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy Life and Career Skills 21st Century Themes: Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy S.T.E.A.M. - Science, Technology, Engineering, Arts, Mathematics UNIT Four: Simple Machines/Robots (2 weeks) 8.1.8.A. - Technology Operations and Concepts 8.1.8.B - Creativity and Innovation 8.1.8.C - Communication and Collaboration 8.1.8.D Technology, - Digital Citizenship 8.1.8.E. - Research and Information Fluency 8.1.8.F – Critical Thinking 8.2.8.A – Nature of Technology: Creativity and Innovation 8.2.8.B – Technology and Society 8.2.8.C - Design 8.2.8.D – Abilities for a Technological World 8.2.8.E- Computational Thinking
Technology, Educational Technology: 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 Technology Standard 8.2.8.E Technology, Education, Engineering and Design: Communication and Collaboration Digital tools facilitate local and global communication and collaboration in designing products and systems. NGSS Standard MS - ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, considering relevant scientific principles and potential impacts on people and natural environment that may limit possible solutions. NGSS Standard MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. NGSS Standard 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. NJSLS Math Content 8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve and mathematical problems NJSLS Math Practice 8.4 - Model with Math Identify important quantities in practical situations and map their relationships NJSLS Math Practice 8.5 – Use Tools Strategically Use tools to solve a mathematical problem. Tools may include pencils, paper, rulers, protractor, calculator, spread sheet etc. NJSLS Math Practice 8.6 Attend to Precision Using Chromebooks review the Lego Mindstorms™ curriculum for building an EV3 robot with touch, color and ultrasonic sensors Organize into teams of two and build the Lego Mindstorms™ robot. Write pseudocode representing the specific challenge. Using Chromebooks review the Lego Mindstorms ™ curriculum for coding the EV3 robot to conduct a “follow a line” challenge and/or completing the “color selector” challenge. Interdisciplinary Connections Mathematics - measurement of all requirements, calculating speed, distance, ratios, circumference Art - Drawing Methods Art - Exploration of Design Engineering - Iterative process of redesign to increase accuracy and efficiency. Computer Programming – Develop an algorithm to solve an assigned problem using a specified set of commands. Technology Integration Chromebooks for interactive exercises. Chromebooks for following tutorials Chromebooks for coding robots Robots for completing assigned challenges. Overhead projector for videos and illustrations. Global Perspectives Ideas for innovations and inventions must be thought of from a global
Technology Standard 8.1.8.C Technology, Educational Technology: Communication and collaboration Students use digital media and environments to communicate and work collaboratively. Technology Standard 8.1.8.D Technology, Educational Technology: Digital Citizenship Students advocate and practice safe, legal and responsible use of information and technology. Technology Standard 8.1.8.E Technology, Educational Technology: Research and Information Fluency Students use digital tools to gather, evaluate and use information. Technology Standard 8.1.8.F Technology, Educational Technology: Critical Thinking Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions. Technology Standard 8.2.8.A Technology, Education, Engineering and Design: Nature of Technology: Creativity and Innovation Technology products and systems impact every aspect of the world in which they live. Technology Standard 8.2.8.B Technology, Educational Technology, Technology and Society: Knowledge and understanding of human, cultural and societal values are fundamental when designing technological systems and products in a global society. Technology Standard 8.2.8.C Technology, Education, Engineering and Design: Evaluation of the design, determine accuracy and consistency Sample Assessments: Wooden plaque of 5-7 letters using coping saws, drill presses, scroll saws, files and sandpaper, or: Key holder using coping saws, drill presses, scroll saws, files and sandpaper. Assessment according to either the Plaque grading rubric or the key holder grading rubric. Instructional Strategies: Compare/Contrast: The differences between a designer and engineer Explore wood types and their density and the kinds of trees that produce them. Students watch the video” Types of Woods” Grain structure and how to work on wood based on grain orientation. Proper and safe use of woodworking hand tools and machines. Benchmark Lessons (Whole Group): Students will watch the Videos “How to use the Drill Press”, “Scroll Saw Safety”, How to use a Coping Saw”; teacher demonstrates each. Use Chromebooks to research key design. Complete the drawing or use Computers to select and print letters of print key template. or template, attach to the wood, fashion the product, decorate and finish. Interdisciplinary Connections Mathematics - measurement of all requirements and constraints Mathematics - reading and developing scale drawings