Exploring Technology

Instructional Guide 2 02 4 -202 5

Exploring Technology

Utah Career and Technical Education 2022-2023 AT-A-GLANCE

Career and Technical Education provides all students access to high-quality, rigorous career-focused programs that result in attainment of credentials with labor market value.

Data Represents Secondary Education Source of Data: Utah State Board of Education

185,256 Students enrolled in CTE courses

of CTE concentrators 97% graduate in 4 years. Native American Caucasian Asian Pacific Islander Black Hispanic Economically disadvantaged Homelessness Students with disabilities 92.8% 95.1% 96.1% 96.4% 96.9% 97.0% 97.2% 98.1% 91.7% 72.2% of students who concentrated in a CTE Pathway placed in postsecondary education, military service, or employment, within six months after graduation. (October 1-December 31, 2021-2022)

97% Graduation rate for students 99% who are CTE concentrators

Graduation rate for students who are CTE completers

graduatio Compared to Utah’s statewide n rate of

88.3%

50.1% of students concentrated in a CTE Career Pathway. A concentrator is a student who has completed specific requirements in a single CTE program of study. 18.2% of students completed a CTE Career Pathway. A completer is a student who has completed specific course requirements and earned 3.0 credits in a single CTE program of study.

CREDENTIALS OF VALUE CTE Competency Certificates earned

144,201 * TOP CERTIFICATIONS Food and Nutrition 1 Child Development Woods 1 Commercial Photo 1 Interior Design 1 Exploring Computer Science 1

PORTABLE. STACKABLE. TRANSFERABLE. DRIVEN BY EMPLOYERS.

* Utah skill certifications, business, trade association, or other industry group

Utah Career and Technical Education

Top Pathways Students completing a CTE Career Pathway are recognized by the state of Utah and their high school by receiving a CTE Secondary Pathway Completer recognition Award. CTE Career Pathways with the Highest Completer Rates Health Science Broadcasting & Digital Media Programming & Software Development Business Information Management

WORKPLACE and COLLEGE READINESS 9th–12th grade CTE concentrators who earned credit, at “C” grade or better, in (CE, or IB, or AP) OR who passed skill certification/third-party industry exams. 85.2%

Engineering Automotive

Utah Members National Members 22,386 students are members of a Career and Technical Student Organization (CTSO).

3,365

2,487

227,000

442

16,208

2,667

198,000

6,272

3,275

264,487

2,029

380,432

1,850

309,565

236,529

945,988

Students who participate in school organizations in 10th grade have higher grade point averages and are more likely to be enrolled in college at 21 years of age than other students (ctsos.org).

47,015 students participated in

124,065 CTE Concurrent Enrollment (CE) credits earned

Students have opportunities to earn CE credits i CTE courses. CE provides prepared high school students with a challenging and rigorous college-level experience. Students in the program receive both college and high school credit.

n

College and Career Awareness is a middle school course designed to increase awareness of college and career pathways. Students explore high school, college, and career options based on individual interests , abilities , and skills . Students investigate high-skill and/or in-demand jobs in the Utah labor market, while developing workplace skills.

Utah CTE classes are open to all qualified students without regard to race, color, national origin, sex, disability, or age.

Utah State Board of Education | 250 East 500 South | P.O. Box 144200 | Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D. State Superintendent of Public Instruction Thalea Longhurst, State Director of Career and Technical Education

Published January 2024

CTE Knowledge Corner

CTE Key Vocabulary

Word/ Abbreviation

Defnition

Association for Career and Technical Education (National)

ACTE

Agriculture

AG

A group of careers and industries that are related by skills or products.

Career Cluster

College and Career Awareness

CCA

College and Career Readiness

CCR

Concurrent Enrollment

CE

Career and Technical Education

CTE

A secondary student who has met all of the requirements of a CTE pathway by completing 3.0 credits with one course being a concentrator course. A secondary student who has completed at least two courses, with at least one concentrator course, in a specifc CTE pathway. A Career Pathway is a sequence of courses within a student's area of interest that connects career interests and serves as an educational road map leading to a credential. Utah has developed 35 CTE Career Pathways that align with the national Career Clusters.

CTE Completer

CTE Concentrator

CTE Pathway

Career & Technical Student Organization

CTSO

CTSO for future leaders and entrepreneurs in careers in marketing, fnance, hospitality and management.

DECA

CTSO- for Future Educators

Educators Rising

CTSO- Future Business Leaders of America

FBLA

CTSO- Family, Career and Community Leaders of America

FCCLA

Family Consumer Science

FCS

CTSO- Future Farmers of America

FFA

CTSO-Future Health Professionals

HOSA

Information Technology

IT

A listserv is an automatic emailing service. As a member of a list, you will receive copies of all the mail that is sent to the group. Lists are used to share information and ideas, ask for help or clarifcation on topics, etc.

ListServ

Federal CTE funding

Perkins

CTSO- for Future Skilled Workers

SkillsUSA

Technology & Engineering

TE

CTSO- Technology Student Association

TSA

Utah State Board of Education

USBE

Utah Association for Career and Technical Education

UtahACTE

Work-Based Learning

WBL

Helpful Websites ● ACTE ● CSDCTE ● USBE- CTE ● UtahACTE

Utah CTE Career PATHWAYS Pathways to College & Career Readiness School Year 2024-2025

Career Cluster® > Career Pathway

Agriculture, Food & Natural Resources > Agricultural Mechanics Systems > Agricultural Production Systems > Animal & Veterinary Science > Food Science, Dietetics & Nutrition > Natural Resource Science > Plant Science Architecture & Construction > Architectural & Interior Design > Construction & Structural Systems Arts, Audio/Visual Technology & Communications

Education & Training > Pre-K: Early Childhood Education > K-12: Teaching as a Profession Engineering & Technology > Engineering Health Science > Health Science Hospitality & Tourism > Culinary Arts > Hospitality & Tourism Human Services > Family & Human Services > Personal Care Services Law, Public Safety, Corrections & Security > Protective Services Manufacturing > Manufacturing & Production > Welding & Machining Transportation, Distribution & Logistics > Automotive >Aviation >Diesel

> Broadcasting & Digital Media > Fashion Apparel & Textiles > Graphic Design & Communication Business, Finance & Marketing

>Business >Finance > Marketing Computer Science & Information Technology > Cybersecurity > Information Technology Systems > Programming & Software Development > Web Development

32 CTE Career Pathways

As of August 2023 ADA Compliant: August 2023

Year at a Glance Exploring Technology

Exploring Technology, A/B Day 1 st Quarter

1 st Quarter

2 nd Quarter

2 nd Quarter

3 rd Quarter

4 th Quarter

Technology Careers Strand5

Overarching Unit

Safety

Manufacturing Information Technology

Problem-Solving Exploring other areas of technology: Medical, Energy and Power, Agriculture, and Biotechnology

Engineering Design

Units

Pacing

3Weeks

7Weeks

5Weeks

5Weeks

10Weeks

10Weeks

Strand1

Strand2

Strand3 Standard1 Standard3 Strand4 Standard2

Strand3 Standard4

Strand4 Standard1 Standard3

Strand3 Standard2

Standards

Exploring Technology, Semester

1 st Quarter/3 rd Quarter

2 nd Quarter/4 th Quarter

Overarching Unit

Technology Careers Strand5

Information Technology Problem-Solving Exploring other areas of technology: Medical, Energy and Power, Agriculture and Biotechnology

Safety Engineering Design Manufacturing

Units

Strand1 Strand2 Strand3

Strand3 Strand4

Standards

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the frst two weeks of the semester. Post Assessment : Within the last two weeks of the semester. SALTA Extensions: ● Consider precision partnering or individualized work for PBL and simulation assignments ● Allow a student to develop potential new projects for the cluster area lesson ● Students developed lesson materials (graphic organizers, relevant articles, career brochures, etc.) ● Consider more involved projects: (for example) instead of the student making the pencil roll, allow the student to make a drawstring bag.

Unit 1

Safety

Pacing

Key Language Usage

● 3-5Weeks

Narrate Argue Inform Explain

Key Standard(s) 1: Students will follow safety practices. 1.1: Identify potential safety hazards and follow general laboratory safety practices. ● Assess workplace conditions about safety and health. ● Identify potential safety issues and align them with relevant safety. ● Locate and understand the use of shop safety equipment. 1.2: Use safe work practices. ● Use personal protective equipment according to manufacturing rules and regulations. ● Follow correct procedures when using any hand or power tools. ● Reference http://schools.utah.gov/cte/tech/publicationsresources under the Safety Program and Management tab. 1.3: Complete a basic safety test without errors (100%) before using tools or shop equipment. End of Unit Competency 1.1: ● Students can identify potential safety hazards. ● Students can explain general laboratory safety practices. 1.2: ● Students can use and inform others about safe work practices. ● Students can explain how to maintain a clean and orderly workspace. 1.3: ● Students will be able to inform others how to pass the Safety Test with 100%. Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information ■ Verbs to defne career pathways or attributes (e.g., have, be, belong to, consist of)

■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building 1. Introduction to Safety Practices: ● Familiarize students with general laboratory safety practices. ● Teach students to identify potential safety hazards in a workspace. ● Emphasize the importance of following safety guidelines and regulations. 2. Assessing Workplace Conditions: ● Instruct students on how to assess workplace conditions regarding safety and health. ● Teach students to identify potential safety issues and align them with relevant safety protocols. ● Familiarize students with different types of safety equipment and their uses. 3. Using Safe Work Practices:

● Educate students on the importance of using personal protective equipment (PPE) according to manufacturing rules and regulations. ● Demonstrate correct procedures for using hand and power tools safely. ● Provide opportunities for hands-on practice with tools while emphasizing safety protocols. ● Administer a basic safety test to assess students' understanding and retention of safety practices. ● Require students to achieve a 100% score on the safety test before allowing them to use tools or shop equipment independently. ● Offer remedial training or additional resources for students who do not pass the safety test initially.

4. Safety Test and Certifcation:

Extension

● Encourage students to create safety awareness campaigns or educational materials for their school or community, promoting the importance of workplace safety. ● Invite guest speakers such as safety professionals, industrial hygienists, or OSHA representatives to discuss real-world safety

challenges and best practices.

Resources/ Suggested Lesson(s) ● CANVAS TEACHER SAFETY COURSE Skills: ● Have students complete the Canvas Safety Modules from the safety course. Scaffolded Learning: ● Create a presentation that identifes and describes all the tools and machines used in the class. Consider using Flipgrid, Prezi, Screencast, etc. ● Research jobs that require safety as a critical skill. Create a poster to inform others about that career.

Vocabulary

● Shop Hazards ● Personal Protective Equipment (PPE) ● OSHA ● Shop Machines and Tools (used in class)

Unit 2

Engineering Design

Pacing

Key Language Usage

● 5-7Weeks

Narrate Argue Inform Explain

Standards 2: Students will develop an understanding of the characteristics and scope of technology, the core concepts of technology, and the relationships among and between technologies and other felds of study. 2.1: To comprehend the scope of technology, students should learn that: ● New products and systems can be developed to solve problems or to help do things that could not be done without the help of technology. ● The development of technology is a human activity and it's the result of individual or collective needs and the ability to be creative. ● Technology is closely linked to creativity, which has resulted in innovation. ● Corporations can often create demand for a product by bringing it onto the market and advertising it. 2.2: To recognize the core concepts of technology, students should learn that: ● Technology systems include input, processes, output, and at times, feedback. ● Systems thinking involves considering how every part relates to others. ● An open-loop system has no feedback path and requires human intervention, while a closed-loop system uses feedback. ● Technological systems can be connected. ● Malfunctions of any part of a system may affect the function and quality of the system. ● Requirements are the parameters placed on the development of a product or system. ● The trade-off is a decision-making process recognizing the need for careful compromises among competing factors. ● Different technologies involve different sets of processes. ● Maintenance is the process of inspecting and servicing a product or system regularly to continue functioning properly, extend its life, or upgrade its capability. ● Controls are mechanisms or particular steps that people perform using information about the system that causes systems to change. 2.3: To appreciate the relationships among technologies and other felds of study, students should learn that: ● Technological systems often interact with one another. ● A product, system, or environment developed for one setting may be applied to another setting. ● Knowledge gained from other felds of study has a direct effect on the development of technological products and systems.

End of Unit Competency ● I can identify the critical components of an engineering design system.

● I can explain each step of the engineering design process.

● I can explain the difference between an open-loop and a closed-loop system.

● I can explain the relationships between technology and other felds of study.

● I can identify and explain core concepts of technology. Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify entities ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

1. Hands-On Projects:

● Assign projects that require students to design and develop new products or systems to solve specifc problems. Encourage creativity and innovation in their solutions. ● Have students create prototypes or models of their designs, incorporating input, processes, output, and feedback elements to demonstrate their understanding of technological systems. ● Provide case studies of real-world technological innovations and their impact on society. Discuss how individual or collective needs drive technological development and how corporations infuence market demand through advertising. ● Use examples of open-loop and closed-loop systems to illustrate the concept of feedback and its importance in maintaining system functionality. ● Engage students in systems thinking activities where they analyze how different parts of a technological system interact and infuence each other. Use diagrams or fowcharts to visualize these relationships.

2. Case Studies and Examples:

3. Systems Thinking Activities:

● Create scenarios where students must troubleshoot malfunctions in a technological system and propose solutions, emphasizing the interconnectedness of system components. ● Use simulation software or interactive modeling tools to simulate technological systems and allow students to experiment with different inputs, processes, and outputs. Encourage them to observe how changes in one part of the system affect overall performance. ● Introduce virtual labs or online platforms where students can explore different technologies and their processes in a controlled environment. ● Collaborate with teachers from other disciplines (such as science, engineering, or business) to create cross-disciplinary projects that highlight the intersection of technology with other felds of study. ● Encourage students to research and present case studies where knowledge from diverse felds has contributed to technological advancements. ● Organize debates or discussions on ethical considerations and trade-offs in technological decision-making. Encourage students to consider competing factors such as cost, performance, sustainability, and safety. ● Foster critical thinking by prompting students to evaluate the impact of technological innovations on society, the environment, and the economy, considering different perspectives and stakeholders. ● Encourage students to conduct independent research projects on emerging technologies or innovative solutions within specifc industries. Guide them in exploring the potential impact of these technologies on society, economics, and the environment. ● Encourage entrepreneurial thinking by challenging students to develop business plans or startup ideas based on technological innovations. Provide resources and guidance on market research, product development, and funding opportunities. ● Facilitate partnerships with local industries or technology companies to provide students with real-world experiences. This could include guest lectures, mentorship programs, or internships where students can learn about the development and application of technology in professional settings. 4. Simulation and Modeling: 5. Cross-Disciplinary Projects: 6. Debates and Discussions:

Extension

Resources/ Suggested Lesson(s) ● Google Sketchup ● FreeCAD

● TinkerCAD

Skills : ● Have students create a small wooden puzzle using all parts of the engineering design cycle. ● Consider incorporating CAD software during the design/brainstorming step. Scaffolded Learning: ● Create a presentation that identifes and describes all the different types of engineering. Consider using Flipgrid, Prezi, Screencast, etc. ● Research what engineering careers are high-wage and in-demand in Utah. Create a poster to inform others about that career. Vocabulary ● Input ● Trade-off ● Open-Loop System

● Output ● Control ● Closed-Loop System ● Processes

● Maintenance ● Corporations ● Feedback ● Malfunction ● Quality Control

Unit 3

Manufacturing

Pacing

Key Language Usage

● 5Weeks

Narrate Argue Inform Explain

Standards 3: Students will develop an understanding of the cultural, social, economic, and political effects of technology, the effects of technology on the environment, the role of society in the development and use of technology, and the infuence of technology on history. 3.1: To recognize the changes in society caused by the use of technology, students should learn that: ● The use of technology affects humans in various ways, including their safety, comfort, choices, and attitudes about technology development and use. ● Technology, by itself, is neither good nor bad, but decisions about the use of products and systems can result in desirable or undesirable consequences. ● The development and use of technology pose ethical issues. ● Economic, political, and cultural issues are infuenced by the development and use of technology. 3.3: To realize the impact of society on technology, students should learn that: ● Throughout history, new technologies have resulted from the demands, values, and interests of individuals, businesses, industries, and societies. ● The use of inventions and innovations has led to changes in society and the creation of new needs and wants. ● Social and cultural priorities and values are refected in technological devices. ● Meeting societal expectations is the driving force behind the acceptance and use of products and systems. 4: Students will participate in problem-based learning activities that explore engineering and a range of other technological careers. 4.2: To explore a broad range of technologies, students will use a disciplined design process as they participate in problem-based learning activities in at least three (3) of the following areas of technology: ● Agriculture & Biotechnology ● Construction ● Energy and Power ● Information & Communication ● Manufacturing ● Medical ● Transportation End of Unit Competency ● I can identify and describe the impact that society has on technology.

● I can explain the difference between invention and innovation.

● I can identify the critical components of a manufacturing system.

● I can narrate how a mass production system is used to make a product.

● I can explain labor effciency and discuss its importance. Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

3.1 Recognize Changes in Society Caused by Technology

1. Critical Analysis of Case Studies:

● Analyze real-world examples of how technology has impacted society, focusing on both positive and negative outcomes. Students can write essays or participate in group discussions to critically evaluate these case studies. ● Host classroom debates or discussions on ethical issues related to technology. Present students with scenarios where they must weigh the benefts and drawbacks of specifc technological applications. ● Assign projects where students assess the impact of a particular technology on various aspects of society, such as safety, comfort, and cultural attitudes. They can present their fndings through reports or presentations. ● Use role-playing exercises where students take on different stakeholder roles (e.g., policymakers, engineers, consumers) to explore how technology decisions are made and their consequences. ● Encourage students to research how technology affects and is affected by economic, political, and cultural

2. Ethical Debates and Dilemma Discussions:

3. Impact Assessment Projects:

4. Role-Playing and Simulations:

5. Cross-Disciplinary Research:

factors. This could involve creating infographics or multimedia presentations to illustrate their fndings.

3.3 Realize the Impact of Society on Technology

1. Historical Research Projects:

● Assign students to research historical examples of technological innovation driven by societal needs and values. They can create timelines or documentary videos showcasing these developments. ● Have students analyze technological devices and artifacts from different cultures to understand how social and cultural priorities shape technology. This could involve museum visits or virtual tours. ● Arrange for students to interview local inventors, engineers, or business leaders to learn how societal demands infuence technological development. They can then present their insights to the class. ● Create scenarios where students must develop a technology to meet a specifc societal need. They can work in groups to brainstorm, design, and pitch their solutions, considering social, cultural, and economic factors. ● Have students keep journals where they refect on how technological changes impact their daily lives and society at large. Encourage them to connect their personal experiences with broader societal trends.

2. Cultural Artifact Analysis:

3. Interviews with Innovators:

4. Scenario-Based Learning:

5. Technology Refection Journals:

4.2 Explore a Broad Range of Technologies

Hands-On Design Projects:

● Engage students in hands-on projects using the disciplined design process. For example, they can work on sustainable agriculture systems, energy-effcient buildings, or innovative medical devices.

Interdisciplinary Collaboration:

● Foster collaboration with students from other classes or disciplines (e.g., biology for biotechnology projects, physics for energy projects) to enhance the learning experience and provide a broader perspective.

Technology Fairs and Competitions:

● Organize technology fairs or competitions where students can showcase their projects and solutions. Invite industry experts to judge and provide feedback.

Simulation and Modeling Tools:

● Incorporate simulation software or modeling tools that allow students to test and refne their designs virtually. This helps them understand the iterative nature of the design process.

Extension

Field Trips and Virtual Tours:

● Arrange feld trips to technology companies, manufacturing plants, research labs, or construction sites. If in-person visits are not possible, use virtual tours to provide students with exposure to real-world applications of technology.

Resources/ Suggested Lesson(s) ● Introduction to Manufacturing- PBS ● UEN Manufacturing Lessons Skills : ● Apply key vocabulary about components of manufacturing to represent how mass production works. ● Demonstrate through a practice scenario how to manufacture a product. ● Explain the importance of quality vs. quantity. ● Utilize key workplace skills during the manufacturing scenario.

Scaffolded Learning : ● Have students mass-produce a small wooden toy:

○ Students participate in a classroom scenario where each student has one step/job to complete for an entire class period. The class mass produces as many of the same toys as possible. Toys can be donated to local hospitals. ● Consider having students develop a marketing plan to sell the wooden toys produced for a small proft. Vocabulary ● Manufacturing

● Invention ● Innovation ● Effciency

● Mass Production ● Quality Control ● Proft

Unit 4

Information Technology

Pacing

Key Language Usage

● 5Weeks

Narrate Argue Inform Explain

Standards 3: Students will develop an understanding of the cultural, social, economic, and political effects of technology, the effects of technology on the environment, the role of society in the development and use of technology, and the infuence of technology on history. 3.4: To be aware of the history of technology, students learn that: ● Many inventions and innovations have evolved by using slow and methodical processes of tests and refnements. ● The specialization of function has been at the heart of many technological improvements. ● The design and construction of structures for service or convenience have evolved from the development of techniques for measurement, controlling systems, and the understanding of special relationships. ● In the past, an invention or innovation was not usually developed with the knowledge of science.

End of Unit Competency ● I can explain how technology has changed society.

● I can explain the effects of technology on the environment.

● I can identify the different areas of information technology.

● I can explain how to write code to program a basic computer game.

● I can identify and explain the critical components of computer programming. Language Functions & Features:

■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes

■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

3.4 To be Aware of the History of Technology

1. Historical Timeline Projects:

● Have students create detailed timelines that track the development of specifc technologies, noting key inventions, refnements, and the specialization of functions. This could be done as individual projects or collaborative group work. ● Assign students to research and present case studies on the evolution of particular inventions. They should highlight the slow and methodical process of tests and refnements, as well as the role of specialized functions in technological improvements. ● Use interactive simulations to demonstrate how certain technologies evolved. For instance, a simulation of the development of the steam engine or the telephone can help students visualize the incremental improvements and understand the underlying principles. ● Organize design and build challenges where students must create simple structures or devices using only the knowledge and materials available in historical periods. This can help them appreciate the ingenuity required before modern scientifc understanding and tools were available. ● Have students analyze primary source documents such as patents, blueprints, and journals from inventors. This can provide insights into the thought processes and methods used historically to develop new technologies. ● Engage students in role-playing activities where they take on the personas of historical inventors or engineers. They can present their inventions to the class, explaining the challenges they faced and how they overcame them without modern scientifc knowledge. ● Organize visits to museums or archives where students can see historical artifacts and documents related to technological development. If physical visits are not

2. Invention Evolution Case Studies:

3. Interactive Simulations and Models:

4. Design and Build Challenges:

5. Primary Source Analysis:

6. Role-Playing Historical Innovators:

7. Museum and Archive Visits (Virtual): (Use AR/VR)

possible, many institutions offer virtual tours and digital archives. ● Encourage students to create multimedia projects (videos, podcasts, interactive websites) that explore the history of a particular technology. They can include

8. Multimedia Projects:

interviews, primary source analysis, and visual representations of the technological evolution.

9. Historical Technology Fair:

● Organize a fair where students present models, posters, and demonstrations of historical technologies. This can be an interactive way for students to learn from each other and engage with the material creatively.

Extension

Guest Lectures and Interviews:

● Invite historians of technology or engineers to speak about the historical development of technologies. Students can prepare questions in advance and engage in discussions to deepen their understanding.

Resources/Suggested Lesson(s) ● Code.org ● Stykz ● Scratch Video Game Creator History of technology video Skills: ● Create a basic computer game using code. ● Create a basic animation using animation software. ● Have students assemble a desktop computer. ● Have students create a presentation that shares information about information technology and its effects on society. Scaffolded Learning: ● What impact does information technology have on my future? What information technology skills will I need for my future career? What plans or actions can I take now to help me be better prepared for a future IT career? Create a Flipgrid, poster, Google Slides presentation, website, or other visual display that answers these questions.

Vocabulary

● I nformation Technology ● Low-Level Language ● High-Level Language

● Boolean ● Variable ● Decomposition ● Number ● Binary Code ● Control Structure

● Loop ● Sting ● Conditional

Unit 5

Problem-Solving

Pacing

Key Language Usage

● One Quarter

Narrate Argue Inform Explain

Standards 4: Students will participate in problem-based learning activities that explore engineering and a range of other technological areas. 4.1: Students will know and be able to apply a basic design process that can be used to solve an engineering problem. ● Identify & defne the design problem.

○ List requirements ○ Identify constraints ○ Conduct research to identify similar efforts ○ List possible solutions ○ Evaluate trade-offs ○ Synthesize the results and select the best solution

● Brainstorm solutions

● Create models & build a prototype ○ Mathematical models ○ 3D solid models ○ Scale models ● Test the prototype ○ Record fndings ○ Improve on the initial design ○ Consider discarded ideas 4.3 Students should be given ample opportunities to use math and science applications in each activity End of Unit Competency ● I can explain the difference between a model and a prototype.

● I can identify and explain the steps of the engineering design process.

● I can narrate how the engineering design process solves a problem.

● I can explain the difference between two-dimensional (2D) and three-dimensional (3D) objects.

Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

4.1 Applying a Basic Design Process to Solve an Engineering Problem

1. Design Challenges and Competitions:

● Organize design challenges where students must identify and defne a real-world engineering problem. Provide clear requirements and constraints to guide their work. ● Host competitions where students present their solutions, prototypes, and fndings. This encourages teamwork, creativity, and practical application of the design process. ● Assign projects where students research to identify similar efforts and brainstorm possible solutions. Encourage the use of diverse sources, including academic papers, industry reports, and expert interviews. ● Guide students in evaluating trade-offs and synthesizing results to select the best solution, emphasizing critical thinking and decision-making skills. ● Conduct workshops focused on creating models and building prototypes. Use various tools and materials, such as 3D printers, modeling software, and traditional crafting supplies. ● Teach students to create mathematical models, 3D solid models, and scale models, explaining the importance of each type in the design process. ● Set up labs where students can test their prototypes, record fndings, and iterate on their designs. Emphasize the importance of testing under different conditions and documenting results thoroughly.

2. Research and Development Projects:

3. Prototyping Workshops:

4. Testing and Iteration Labs:

● Encourage students to consider discarded ideas and refect on why certain approaches did not work, fostering a growth mindset and resilience. ● Implement peer review sessions where students present their work to classmates for feedback. This helps them develop communication skills and gain diverse perspectives on their designs. ● Create a structured feedback process focusing on constructive criticism and suggestions for improvement.

5. Peer Review and Feedback Sessions:

4.3 Integrating Math and Science Applications

1. Mathematical Modeling and Analysis:

● Teach students to use mathematical models to analyze their designs. This can include calculations related to forces, stresses, fuid dynamics, or electrical circuits, depending on the project. ● Provide examples and practice problems that show how mathematical concepts apply to real-world engineering challenges. ● Incorporate science experiments and simulations that relate to the engineering problems students are solving. For example, if working on a bridge design, include experiments on material properties and structural integrity. ● Use simulation software to model physical phenomena and predict the behavior of designs under different conditions. ● Design projects that require the integration of multiple STEM disciplines. For instance, a robotics project might involve aspects of mechanical engineering, electrical engineering, computer science, and physics. ● Collaborate with teachers from math and science departments to create interdisciplinary lessons and projects that align with engineering design challenges. ● Teach students to collect and analyze data from their prototypes and experiments. Use statistical methods to interpret results and make informed decisions about design improvements. ● Emphasize the importance of precision and accuracy in measurements and calculations, linking these skills to successful engineering outcomes. ● Present case studies of real-world engineering projects that highlight the use of math and science in solving

2. Science Experimentation and Simulation:

3. Interdisciplinary Projects:

4. Data Collection and Analysis:

5. Real-World Applications and Case Studies:

complex problems. Discuss the methodologies and tools used by professional engineers.

Extension

● Invite guest speakers from engineering felds to discuss how they apply math and science in their work, providing students with practical insights and inspiration.

Resources/ Suggested Lesson(s) ● Problem-Solving Lessons ● TEDED ● Discovery Education

Skills: ● Students are given a real-world problem scenario to develop a solution to. Have students work in small teams and develop a basic marketing pitch to share with the class on how their product solves the problem. Students can 3D print some of their products.

Students can make their products out of wood or cardboard. ● Students utilize valuable workplace skills during this unit. Scaffolded Learning: ● What are the key steps to solving a real-world problem? ○ Create a product that solves a problem ○ Market your product

● What impact does having problem-solving skills have on my future? What plans or actions can I take now to help improve my problem-solving skills? Create a Flipgrid, poster, Google Slides presentation, website, or other visual display that answers these questions. Vocabulary ● Model ● Prototype

● 3 Dimensional ● 2 Dimensional ● Constraints ● Trade-off ● Redesign ● Brainstorm

Overarching Unit

Technology Careers

Pacing

Key Language Usage

● 1-3 Days per Unit

Narrate Argue Inform Explain

Standards 5: Students will be introduced to careers related to each selected area of technology. ● Explore career opportunities in each selected area of technology. ● Explore training and education requirements for a given occupation in each selected area of technology. End of Unit Competency ● I can identify several different technological career options. ● I can identify different career pathways to reach my goal of a career in technology. Language Functions & Features: ■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building Exploring Career Opportunities in Each Selected Area of Technology ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

1. Career Fair and Guest Speakers: (Collaboration with WBL Facilitator)

● Organize a career fair featuring professionals from various technological felds (e.g., agriculture and biotechnology, construction, energy and power, information and

communication, manufacturing, medical, and transportation).

● Invite guest speakers from different careers to share their experiences, daily tasks, and career paths. Encourage Q&A sessions for students to engage and ask specifc questions. ● Assign students to research various careers in selected technological areas. They can create presentations or reports detailing job descriptions, typical responsibilities, required skills, and career outlook. ● Encourage students to use online resources, industry publications, and interviews with professionals to gather information.

2. Career Research Projects:

Exploring Training and Education Requirements for Each Occupation

1. Education Pathway Workshops:

● Conduct workshops on different education pathways for technological careers, including technical schools, community colleges, universities, and apprenticeship programs. ● Provide information on relevant courses, certifcations, and degrees for each career path. ● Partner with local colleges, universities, and technical schools to offer information sessions about their programs and entry requirements. ● Help students create career pathway maps that outline the steps needed to achieve their career goals, including required education, certifcations, and experience. ● Encourage students to set short-term and long-term goals and track their progress toward achieving them.

2. Collaboration with Educational Institutions:

3. Career Pathway Mapping:

Extension

Virtual Tours:

● Utilize virtual tours of companies, factories, research labs, and construction sites to show students different work environments and career possibilities. ● Utilize virtual tours of possible post-secondary education options.

Resources/ Suggested Lesson(s) ● Keys to Success ● Career One-Stop ● You Science Skills: ● Students can explain the path to their future careers. ● Students can identify and describe the required skills and training for their desired future careers. Scaffolded Learning: ● Create a presentation about Technology Careers. What are the top, high-wage, in-demand technology careers in your area? What are the required skills and training for the career? What is the career outlook? ● Create a Flipgrid, poster, Google Slides presentation, website, or other visual display that answers these questions. Vocabulary ● Trade School ● Career Pathway

● Associate’s Degree ● Bachelor's Degree ● Master’s Degree ● Skilled Trades ● Apprentice ● Occupation ● Profession ● Trade ● Workplace Skills

Disciplinary literacy refers to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines (Shanahan & Shanahan, 2012). Each discipline (e.g., science, math, history, art, technology, etc.) has a specialized vocabulary and components that DISCIPLINARY LITERACY Specific reading, writing, and communicating within a discipline.

are unique to that discipline. Secondary students need to be taught what is unique about each discipline and the “nuanced differences in producing knowledge via written language across multiple disciplines” (Moje, 2007, p. 9). Content literacy strategies typically include ways to approach text in any discipline; these strategies help with comprehension but are not sufficient for an in-depth understanding of a particular discipline. Content literacy strategies include predicting what the text might be about before reading, paraphrasing during reading, and summarizing after reading.

However, in addition to these strategies, students must learn and use specific strategies to comprehend complex text in the disciplines. For example, when reading historical documents, students need to contextualize information (When was it written? Who was the audience? What was going on in society at that time?); source the document (Who wrote it? For what purpose?); and corroborate conclusions (Do other documents written during that time have the same perspective and come to the same conclusions?).

English Language Arts

Mathematics

Social Studies

Science

• Story elements: who, what when, where, why • Literal vs. implied meaning • Themes Text structures • Genres: i.e., poetry, essay, fiction

• Search for the “truth” and for errors • Importance of each word and symbol • Interpretation of information presented in unusual ways • Mathematical modeling & problem solving

• Author’s perspective and bias; sourcing • Time period: contextualization • Corroboration of multiple perspectives and documents • Rhetorical constructions

• Facts based on evidence • Graphs, charts, formulas • Corroboration and transformation • Concepts such as data analysis, hypothesis,

observations, investigations

Literacy in the disciplines is crucial for several reasons. A secondary students’ ability to read complex texts is strongly predictive of their performance in college math and science courses (Alliance for Excellent Education, 2011). Yet students are reading less in high school than they did fifty years ago. The Common Core State Standards (CCSS) (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) emphasize close reading of complex text in the disciplines to build a foundation for college and career readiness.

Adapted from Shanahan, shanahanonliteracy.com

Canyons School District

Instructional Supports Department

TEXT COMPLEXITY Implementation Tools & Resources

A critical component of the Utah Core Standards for Reading is the requirement that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Being able to read complex text independently and profciently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. To grow, our students must read a lot, more specifcally they must read a lot of complex texts that offer them new language, new knowledge, and new modes of thought.

The Utah Core Standards defne a three-part model for determining how easy or diffcult a particular text is to read as well as grade-by-grade specifcations for increasing text complexity in successive years of schooling (Reading standard 10). These are to be used together with grade-specifc standards that require increasing sophistication in students’ reading comprehension abilities (Reading standards 1–9). In this way, the Standards approach the intertwined issues of what and how students read. The three-part model includes quantitative and qualitative measures of text complexity as well as reader and task considerations.

Quantitative

Qualitative

Reader & Task Considerations

Readability and other scores of text complexity often best measured by computer software.

Levels of meaning, structure, language conventionality and clarify, and knowledge demands often best measured by an attentive human reader. Levels of meaning, levels of purpose, structure, organization, language conventionality, language clarity, prior knowledge demands

Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Considerations such as motivation, prior knowledge, purpose for reading, complexity of task assigned regarding text.

Word length, word frequency, word diffculty, sentence length, text length, text cohesion

Determine lexile level of a text at lexile.com

Use the text complexity rubrics

Reader & Task Considerations

Revisiting How We Match Readers and Texts “For decades, teachers have been told that quality instruction requires a careful matching of materials to students. The goal has been to select materials that are neither too diffcult nor too easy for student. Typically, students are assessed on their ability to orally read and comprehend text. Then, instructional materials are selected to match the students’ current performance” (Fisher, Frey, & Lapp, 2012). The main issue with this approach is it limits what students can read with instruction and creates a divide between what the Standards are calling for and what students’ access. “There is evidence that students learn, and perhaps more, when they are taught from challenging texts“ (Morgan, Wilcox, & Eldredge, 2000; O’Connor, Swanson, & Geraghty, 2010).