Exploring Technology

Instructional Guide 2 02 5 -202 6

Exploring Technology

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 first 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.

STRANDS AND STANDARDS

EXPLORING TECHNOLOGY

Learning that works for Utah CTE ®

Course Description Exploring Technology is a comprehensive, action-based, course that introduces students to

technology and its impact on society. Students will develop problem-solving skills, improve

awareness for College & Career Readiness (CCR ), and build understanding of the relationship

between science, technology, engineering, and math (STEM). Emphasis is placed on broad

exploration in cooperative activities rather than individual skill development and projects.

Students will explore Engineering and at least three of the following seven technology areas: 1)

agriculture & biotechnology,2) construction, 3 ) energy & power, 4) information &

communication, 5) manufacturing, 6) medical, and 7) transportation.

Core Code

38.03.00.00.001

None

Concurrent Enrollment Core Code

Units of Credit

0.5

Intended Grade Level

7-8

None None None

Prerequisite

Skill Certification Test Number

Test Weight

License Area of Concentration Required Endorsement(s)

Secondary

Technology & Engineering, or Technology

ADA Compliant: April 2020

EXPLORING TECHNOLOGY

STRAND 1 Students will follow safety practices.

Standard 1 Identify potential safety hazards and follow general laboratory safety practices.

• •

Assess workplace conditions regarding safety and health. Identify potential safety issues and align with relevant safety standards to ensure a safe workplace/jobsite. Locate and understand the use of shop safety equipment. Select appropriate personal protective equipment.

• •

Standard 2 Use safe work practices.

• • • Use personal protective equipment according to manufacturer rules and regulations. Follow correct procedures when using any hand or power tools. Ref: https://schools.utah.gov/cte/engineering/resources under the Safety Program and Management tab. Standard 3 Complete a basic safety test without errors (100%) before using any tools or shop equipment. STRAND 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 fields of study.

Standard 1 In order 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 is 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.

•

• •

Standard 2 In order to recognize the core concepts of technology, students should learn that:

•

Technological 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 to one another. •

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April 2020 Revision

EXPLORING TECHNOLOGY

•

• Malfunction 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. 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 on a regular basis in order to continue functioning properly, to extend its life, or to upgrade its capability. Controls are mechanism or particular steps that people perform using information about the system that causes systems to change. Standard 3 In order to appreciate the relationships among technologies and other fields 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 fields of study has a direct effect on the development of technological products and systems. STRAND 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 influence of technology on history. Standard 1 In order 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 technologies 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 poses ethical issues. Economic, political, and cultural issues are influenced by the development and use of technology. Standard 2 In order to understand the effects of technology on the environment, students should learn that: The management of waste produced by technological systems is an important societal issue. • • • • • • • • • • •

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EXPLORING TECHNOLOGY

•

• • • 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 reflected in technological devices. Meeting societal expectations is the driving force behind the acceptance and use of products and systems. Many inventions and innovations have evolved by using slow and methodical processes of tests and refinements. The specialization of function has been at the heart of many technological improvements. The design and constructions 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. STRAND 4 Students will participate in a problem-based learning activities that explore engineering a range of other technological areas. Standard 1 Students will know and be able to apply a basic design process that can be used to solve an engineering problem. • • • • • • • Standard 4 In order to be aware of the history of technology, students should learn that: Standard 3 In order to realize the impact of society on technology, students should learn that: Technologies can be used to repair damage caused by natural disasters and to break down waste from the use of various products and systems. Decisions to develop and use technologies often put environmental and economic interests in direct competition with one another.

Identify & define the design problem List requirements Identify constraints

• • • • • •

Conduct research to identify similar efforts

•

Brainstorm solutions

List possible solutions

Evaluate trade-offs Synthesize the results and select the best solution

•

Create models & build a prototype

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EXPLORING TECHNOLOGY

• • • • • • • • •

Mathematical models 3D solid models Scale models

•

Test the prototype

Record test results data

Evaluate the test results against the requirements Identify weaknesses

•

Redesign and optimize Record findings

Improve on the initial design Consider discarded ideas

• • • • Standard 2 In order 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 & Power Information & Communication

• • •

Manufacturing Medical Transportation

Standard 3 Students should be given ample opportunities to use math and science applications in each activity.

STRAND 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.

April 2020 Revision

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Unit 1

Safety

Pacing

Key Language Usage

●​ 3-5 Weeks

Narrate Argue Inform Explain

Key Standard(s) Strand 1: Students will follow safety practices. Standard 1 : Identify potential safety hazards and follow general laboratory safety practices. ●​ Assess workplace conditions regarding safety and health. ●​ Identify potential safety issues and align them with relevant safety. ●​ Locate and understand the use of shop safety equipment. Standard 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. Standard 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 define career pathways or attributes (e.g., have, be, belong to, consist of)

■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and 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 Certification:

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 identifies 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

●​ 5-7 Weeks

Narrate Argue Inform Explain

Standards Strand 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 fields of study. Standard 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. Standard 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 system to change. Standard 3 : To appreciate the relationships among technologies and other fields 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 fields 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 fields 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 define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify entities ■ Adjectives and adverbs to answer questions about quantity, size, shape,and 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 specific 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 influence 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 influence each other. Use diagrams or flowcharts 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 fields of study. ●​ Encourage students to research and present case studies where knowledge from diverse fields 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 specific 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 identifies 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

●​ 5 Weeks

Narrate Argue Inform Explain

Standards Strand 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 influence of technology on history. Standard 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 influenced by the development and use of technology. Standard 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 reflected in technological devices. ●​ Meeting societal expectations is the driving force behind the acceptance and use of products and systems. Strand 4: Students will participate in problem-based learning activities that explore engineering and a range of other technological careers. Standard 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 efficiency 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 define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and 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 benefits and drawbacks of specific 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 findings 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 findings.

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 influence technological development. They can then present their insights to the class. ●​ Create scenarios where students must develop a technology to meet a specific 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 reflect 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 Reflection 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-efficient 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 refine their designs virtually. This helps them understand the iterative nature of the design process.

Extension

Field Trips and Virtual Tours:

●​ Arrange field 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 profit. Vocabulary ●​ Manufacturing

●​ Invention ●​ Innovation ●​ Efficiency

●​ Mass Production ●​ Quality Control ●​ Profit

Unit 4

Information Technology

Pacing

Key Language Usage

●​ 5 Weeks

Narrate Argue Inform Explain

Standards Strand 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 influence of technology on history. Standard 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 refinements. ●​ 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 define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes

■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and 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 specific technologies, noting key inventions, refinements, 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 refinements, 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 scientific 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 scientific 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 Strand 4: Students will participate in problem-based learning activities that explore engineering and a range of other technological areas. Standard 1 : Students will know and be able to apply a basic design process that can be used to solve an engineering problem. ●​ Identify & define 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 findings ○​ Improve on the initial design ○​ Consider discarded ideas Standard 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 define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and 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 define a real-world engineering problem. Provide clear requirements and constraints to guide their work. ●​ Host competitions where students present their solutions, prototypes, and findings. 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 findings, 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 reflect 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, fluid 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 fields 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 ●​ TED ED ●​ 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 Strand 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 define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and 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 fields (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 specific 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, certifications, 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, certifications, 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

Best Practices in CTE

Practice

What Teacher Does

What Students Do

Combat Misconceptions Teachers will use prior knowledge to identify any misunderstandings before introducing new material.

Students will contrast their initial understanding of a subject with their updated knowledge and will be able to articulate or write about how their comprehension of the topic evolved. Students will be encouraged to ask questions of each other about what is being presented and the conclusions they draw from their models or projects. Students will develop, assess, and improve models, which may encompass diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Students will engage in investigations ranging from structured activities led by the teacher to inquiries driven by student curiosity, covering levels of exploration from teacher-led structured inquiry to student-directed open inquiry. Students will be advised to strategically analyze and interpret raw data to derive its meaning and relevance, enabling its use as evidence when forming conclusions. Students will construct solutions to the presented problems and present their findings to both the teacher and fellow students.

Define Problems and Ask Questions

Teachers will engage students by presenting content in different ways and inviting them to brainstorm hypotheses and propose new questions. Teachers will furnish and directly instruct students on certain models while also enabling students to devise their own models. By offering targeted feedback, teachers will assist students in refining their models. Teachers will offer students hands-on opportunities to tackle problems, either under the guidance of the teacher or in open-ended scenarios where students can explore and test their own ideas. Teachers will instruct students directly on organizing data specific to the content and on justifying conclusions drawn from that data. Teachers will create opportunities for students to express problems, work on solving them, and formulate solutions.

Develop Models

Plan and Carry Out Investigations

Analyze and Interpret Data

Problem-Solving

Use Authentic Assessment

Teachers should utilize formative and summative assessments, such as performance evaluations, exit tickets, and project reflection notebooks, to make student thinking visible.

Students will employ academic language and draw on class experiences to articulate their understanding of the current content, while also having chances for self-assessment through provided rubrics and objectives on a daily or weekly basis. Students actively engage in the lesson through writing, speaking, asking questions, or reading activities, and they will also have opportunities to interact with both the teacher and their classmates.

OTR’s

Teachers will ensure active engagement of all students in the learning process, maintaining a pace of instruction that encourages frequent student responses and calling on a diverse range of students to contribute throughout the lesson. Teachers will deliver information at different difficulty levels and regularly utilize gathered data to pinpoint students' needs, forming small groups to address specific areas of focus. Teachers offer continuous, well-timed corrections and feedback grounded in observations and attentive listening, providing students with opportunities to incorporate this feedback into their ongoing learning. cognitive skills, compelling them to draw conclusions based on their findings. Teachers will assign students tasks that demand reasoning, planning, and creating connections within and beyond the content area, such as projects centered on research, developing findings, formulating Teachers will assign students activities that require higher

Scaffolded Instruction & Grouping

Students are given roles and materials suitable for their experience level, often participating in peer feedback and discussions.

Instructional Agility & Feedback

Students actively participate and respond effectively to continuous corrections initiated by the teacher, showcasing proficient engagement in both individual and group activities.

DOK3

Students will demonstrate their ability to explain their actions and justify their reasoning based on their findings from an activity. Students will engage in tasks that involve developing and evaluating projects related to the content area using information gathered from various sources.

DOK4

hypotheses, testing theories, presenting conclusions, and defending positions.