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Common Core Standards6-8 Gateway To Technology

Grade-Level IndicatorsGrade 7

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Essential Understanding Common Core Standards Performance Assessment

1 semester (18 weeks): Design & Modeling

Weeks #1-2

Lesson 1

What is Engineering?

1. Engineers, designers, and engineering technologists are needed in high demand for the development of future technology to meet societal needs and wants.

2. An engineering notebook is used to record original ideas or designs.

3. A portfolio is an organized collection of best works.

See attached pages.

Application Students will identify engineering

careers in the automation and robotics field and the education needed.

Empathy Understand the importance of

engineering and engineering technology in the development of today’s society.

Self-knowledge Develop a portfolio of best works and

an engineering notebook containing original ideas and designs.

Standards and Benchmarks Addressed

Standards for Technological LiteracyStandard 1: Students will develop an understanding of the characteristics and of technology.

BM F: New products and systems can be developed to solve problems or to help do things that could not be done without the help of technologyBM G: The development of technology is a human activity and is the result of individual or corporate needs and the ability to be creative. BM H: Technology is closely linked to creativity, which has resulted in innovation.BM L: Inventions and innovations are the results of specific, goal-directed research.

Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

BM D: Technological systems often interact with one another.BM F: Knowledge gained from other fields of study has a direct effect on the development of technological products and systems.BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different functionBM H: Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields.

Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology.BM D: The use of technology affects humans in various ways, including their safety, comfort, choices, and attitudes about technology’s development and use.BM F: The development and use of technology poses ethical issues.BM G: Economic, political, and cultural issues are influenced by the development and use of technology.BM H: Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious.BM I: Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects.

Standard 6: Students will develop an understanding of the role of society in the development and use of technology.BM D: Throughout history, new technologies have resulted from the demands, values, and interests of individuals, businesses, industries, and societies.BM E: The use of inventions and innovations has led to changes in society and the creation of new needs and wants.

National Science Education StandardsUnifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes.

Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Form and function

Science and Technology Standard E: As a result of activities in grades 5-12, all students should develop Abilities of technological design Understandings about science and technology

Principles and Standards for School MathematicsProblem Solving Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Connections Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics.

Standards for English Language ArtsStandard 1 Students read a wide range of print and non-print texts to build an understanding of texts of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classical and contemporary works.

Standard 3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features (e.g. sound-letter correspondence, sentence structure, context, graphics).

Standard 5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes.

Standard 7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

Standard 8 Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Standard 12 Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information).

Grade 7 – continued

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Week #3

Lesson 2

Design Process

1. Many different design processes are used to guide people in developing solutions to problems.

2. Design teams use brainstorming techniques to generate large numbers of ideas in a short amount of time, striving for quantity, not quality.

3. The design brief is a tool for defining the problem; it is an agreement between the engineer and client.

4. Engineers use design briefs to explain the problem, identify solution expectations, and establish project constraints.

5. A decision matrix is a tool used to compare solution ideas to the criteria so that you can select the best solution.

See attached pages.

Application Students will use design elements to

influence their decision to purchase a product.

Students will apply the design process to solve a specific design problem.


Standards for Technological LiteracyStandard 8: Students will develop an understanding of the attributes of design.

BM E: Design is a creative planning process that leads to useful products and systems.BM F: There is no perfect design.BM G: Requirements for a design are made up of criteria and constraints.BM I: Design problems are seldom presented in a clearly defined form.

Standard 9: Students will develop an understanding of engineering design. BM C: The engineering design process involves defining a problem, generating ideas, selecting a solution, testing the solution(s), making the item, evaluating it, and presenting the results.BM D: When designing an object, it is important to be creative and consider all ideas.BM E: Models are used to communicate and test design ideas and processes.BM F: Design involves a set of steps, which can be performed in different sequences and repeated as needed. BM G: Brainstorming is a group problem-solving design process in which each person in the group presents his or her ideas in an open forum.

Standard 11: Students will develop abilities to apply the design process.BM D: Identify and collect information about everyday problems that can be solved by technology, and generate ideas and requirements for solving a problem.BM E: The process of designing involves presenting some possible solutions in visual form and then selecting the best solution(s) from many.BM H: Apply a design process to solve problems in and beyond the laboratory-classroomBM I: Specify criteria and constraints for the design.


Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Evolution and equilibrium Form and function

Science As Inquiry Standard A: As a result of activities in grades 5-12, all students should develop Abilities necessary to do scientific inquiry


Principles and Standards for School MathematicsProblem Solving Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving.

Connections Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics.

Standards for English Language ArtsStandard 5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences and for a variety of purposes.



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Week #4

Lesson 3

Measurement

1. In the United States, we use both Standard and Metric systems of measurement.

2. Being able to measure accurately is important at school and at home, at work and when pursuing hobbies.

3. Precision measuring tools are needed for accuracy, but tools must be used correctly to ensure accurate measurements are taken.

4. Quality workmanship and accurate measurements with precise instruments are necessary to successfully solve problems.

See attached pages.

Explanation Students will differentiate between

the Standard and Metric measuring systems.

Application Students will fabricate a skimmer

using either Standard or Metric measurement. Quality workmanship and precise measuring will be evaluated.


Standards for Technological LiteracyStandard 6: Students will develop an understanding of the role of society in the development and use of technology.

BM D: Throughout history, new technologies have resulted from the demands, values, and interests of individuals, businesses, industries, and societies.

BM E: The use of inventions and innovations has led to changes in society and the creation of new needs and wants.Standard 7: Students will develop an understanding of the influence of technology on history.

BM D: The specialization of function has been at the heart of many technological improvements

BM E: 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 spatial relationships.

Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM H: Use information provided in manuals, protocols, or by experienced people to see and understand how things work.

Standard 13: Students will develop the abilities to assess the impacts of products and systems.BM F: Design and use instruments to gather data.


Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement


Principles and Standards for School MathematicsNumber and Operations Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates.

Measurement Instructional programs from pre-kindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements.

Problem Solving Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving.

Communication Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely.





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Weeks #4-5

Lesson 4

Sketching & Dimensioning Techniques

1. The ability to create a rapid, accurate sketch is an important skill to communicate ideas.

2. Orthographic drawings of an object are used to provide information that a perspective drawing may not be able to show.

3. Engineers apply dimensions to drawings to communicate size information.

See attached pages.

Application Assess sketches for evidence of

effective communication of ideas, such as

o Do students’ sketches and drawings clearly communicate their ideas?

o Have students used a variety of methods to communicate their ideas?


Standards for Technological LiteracyStandard 11: Students will develop abilities to apply the design process.

BM J: Make two-dimensional and three-dimensional representations of the designed solution.

Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies.BM K: The use of symbols, measurements, and drawings promotes clear communication by providing a common language to express ideas.


Systems, order, and organization Evidence, models, and explanation Change, constancy, and measurement Form and function






Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena.

Standards for English Language Arts


Standard 12 Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information).


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Weeks #6-11

Lesson 5

Designing for Production

1. Simple geometric shapes are combined and joined to create a representation of an object.

2. Engineers use computer-aided design (CAD) modeling systems to quickly generate and annotate working drawings.

3. Three-dimensional computer modeling uses descriptive geometry, geometric relationships, and dimensions to communicate an idea or solution to a technological problem.

4. As individual objects are assembled together, their degrees of freedom are systematically removed.

5. Engineers use a design process to create solutions to existing problems.

6. Teamwork requires constant communication to achieve the goal at hand.

7. The fabrication of a prototype is the opportunity for the designer to see the product as a three-dimensional object.

See attached pages.

Application Apply the design process to solve a

design problem. Assess 3D models for evidence of

effective communication of ideas, such as

o Do students’ 3D models clearly communicate their ideas?

o Are 3D models clearly labeled and do they include dimensions?

o Do all drawings include appropriate annotations and relate clearly to the 3D model?

Empathy Participate in a team project where

each member is valued for their expertise and contributions.

Self-knowledge Decide on best works for portfolio.


Standards for Technological LiteracyStandard 8: Students will develop an understanding of the attributes of design.

BM G: Requirements for a design are made up of criteria and constraints.BM I: Design problems are seldom presented in a clearly defined form.

Standard 9: Students will develop an understanding of engineering design. BM F: Design involves a set of steps, which can be performed in different sequences and repeated as needed. BM G: Brainstorming is a group problem-solving design process in which each person in the group presents his or her ideas in an open forum.BM H: Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.BM K: A prototype is a working model used to test a design concept by making actual observations and necessary adjustments.BM L: The process of engineering design takes into account a number of factors.

Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

BM F: Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.BM G: Invention is a process of turning ideas and imagination into devices and systems.BM H: Some technological problems are best solved through experimentation.BM I: Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace.BM J: Technological problems must be researched before they can be solved.

Standard 11: Students will develop abilities to apply the design process.BM H: Apply a design process to solve problems in and beyond the laboratory-classroom.BM I: Specify criteria and constraints for the design. BM J: Make two-dimensional and three-dimensional representations of the designed solution.BM K: Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed. BM L: Make a product or system and document the solution.BM O: Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.

Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM H: Use information provided in manuals, protocols, or by experienced people to see and understand how things work. BM J: Use computers and calculators in various applications. BM L: Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques.

Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM H: Information and communication systems allow information to be transferred from human to human, human to machine, and machine to human. BM K: The use of symbols, measurements, and drawings promotes clear communication by providing a common language to express ideas.



Science as Inquiry Standard A: As a result of activities in grades 5-12, all students should develop Abilities necessary to do scientific inquiry Understanding about scientific inquiry


Principles and Standards for School MathematicsGeometry Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems.Measurement Instructional programs from pre-kindergarten through grade 12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; apply appropriate techniques, tools, and formulas to determine measurements. Problem Solving Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving.Communication Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely.Connections Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics.Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena.


Standard 8 Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.



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Science of Technology

Weeks #12 – 18

Lesson 5.3 Applied Physics

1. There are six simple machines: the lever, pulley, wheel and axle, inclined plane, wedge, and screw.

2. Simple machines can make work easier by increasing mechanical advantage.

3. Mechanical advantage is the ratio of the force produced by a machine to the force applied to the machine.

4. Compound machines are made from a combination of several simple machines.

5. Energy cannot be created or destroyed but may be transferred into different types of energy.

6. Humans use their energy, along with simple machines, to do work by changing the state of energy of an object from potential to kinetic.

7. Work is equal to Force x Distance.

8. Prototyping is an important step in the design process and provides the designer with a scaled working model that can be used for testing.

See attached pages.

Application Students will design and fabricate a

unique product using the design process and available resources.

Students will use data collected from class experimentation to calculate acceleration, force, and velocity.

Perspective Engineering notebooks will be used

to keep record of students’ achievements on assigned activities and projects.


Standards for Technological LiteracyStandard 1: Students will develop an understanding of the characteristics and scope of technology.

BM F: New products and systems can be developed to solve problems or to help do things that could not be done without the help of technologyBM G: The development of technology is a human activity and is the result of individual or corporate needs and the ability to be creative. BM H: Technology is closely linked to creativity, which has resulted in innovation.

Standard 2: Students will develop an understanding of the core concepts of technology.BM M: Technological systems include input, processes, output, and, at times, feedback.BM N: Systems thinking involves considering how every part relates to others.BM O: An open-loop system has no feedback path and requires human intervention, while a closed-loop system uses feedback.BM P: Technological systems can be connected to one another.BM Q: Malfunctions of any part of a system may affect the function and quality of the system.BM R: Requirements are the parameters placed on the development of a product or system.

Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

BM D: Technological systems often interact with one another.BM E: A product, system, or environment developed for one setting may be applied to another setting.BM F: Knowledge gained from other fields of study has a direct effect on the development of technological products and systems.

Standard 8: Students will develop an understanding of the attributes of design. BM E: Design is a creative planning process that leads to useful products and systems.BM F: There is no perfect design.BM G: Requirements for a design are made up of criteria and constraints.

Standard 9: Students will develop an understanding of engineering design. BM F: Design involves a set of steps, which can be performed in different sequences and repeated as needed. BM G: Brainstorming is a group problem-solving design process in which each person in the group presents his or her ideas in an open forum.BM H: Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.

Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

BM F: Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.BM G: Invention is a process of turning ideas and imagination into devices and systems.BM H: Some technological problems are best solved through experimentation.

Standard 11: Students will develop abilities to apply the design process.BM H: Apply a design process to solve problems in and beyond the laboratory-classroomBM I: Specify criteria and constraints for the design. BM J: Make two-dimensional and three-dimensional representations of the designed solution. BM K: Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed. BM L: Make a product or system and document the solution.

Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM H: Use information provided in manuals, protocols, or by experienced people to see and understand how things work.

BM I: Use tools, materials, and machines safely to diagnose, adjust, and repair systems.BM J: Use computers and calculators in various applications. BM K: Operate and maintain systems in order to achieve a given purpose.

Standard 13: Students will develop the abilities to assess the impacts of products and systems.BM F: Design and use instruments to gather data.BM G: Use data collected to analyze and interpret trends in order to identify the positive or negative effects of a technology.BM H: Identify trends and monitor potential consequences of technological development. BM I: Interpret and evaluate the accuracy of the information obtained and determine if it is useful.BM I: The vaccines developed for use in immunization require specialized technologies to support environments in which a sufficient amount of vaccines are produced.BM J: Genetic engineering involves modifying the structure of DNA to produce novel genetic make-ups.

Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies.BM E: Energy is the capacity to do work.BM F: Energy can be used to do work, using many processes.BM I: Much of the energy used in our environment is not used efficiently.BM J: Energy cannot be created or destroyed; however, it can be converted from one form to another.

Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies.BM K: The use of symbols, measurements, and drawings promotes clear communication by providing a common language to express ideas.

Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies.BM F: Manufacturing systems use mechanical processes that change the form of materials through the processes of separating, forming, combining, and conditioning them.BM H: The manufacturing process includes the designing, development, making, and servicing of products and systems



Science As Inquiry Standard A: As a result of activities in grades 5-12, all students should develop Abilities necessary to do scientific inquiry Understanding about scientific inquiry

Physical Science Standard B: As a result of activities in grades 5-12, all students should develop an understanding of Motions and forces (Levels 5-8) Transfer of energy (Levels 5-8)

Science and Technology Standard E: As a result of activities in grades 5-12, all students should develop Abilities of technological design

Understandings about science and technology

Science in Personal and Social Perspectives Standard F: As a result of activities in grades 5-12, all students should develop understanding of Science and technology in society (Levels 5-8)

History and Nature of Science Standard G: As a result of activities in grades 5-12, all students should develop understanding of History of science (Levels 5-8)


Geometry Instructional programs from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships; specify locations and describe spatial relationships using coordinate geometry and other representational systems; apply transformations and use symmetry to analyze mathematical situations; use visualization, spatial reasoning, and geometric modeling to solve problems.


Data Analysis and Probability Instructional programs from pre-kindergarten through grade 12 should enable all students to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them; select and use appropriate statistical methods to analyze data; develop and evaluate inferences and predictions that are based on data; understand and apply basic concepts of probability.

Problem Solving Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving.



Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena.

Standards for English Language Arts

Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classical and contemporary works.

Standard 4 Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.


Standard 7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

Standard 8 Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.


grade-level indicators - n-union.k12.oh.us to technol… · web viewinstructional programs from...

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