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FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue

Freehold, NJ 07728 Monmouth County

Office of Curriculum & Instruction

Technology Education Curriculum Guide Grades 6-8 Course Codes: 6610, 7610, 8610

Board of Education Adoption Date: August 11, 2014

Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8

2

Table of Contents

Title Page

Board Members

Administration

Curriculum Committee

Table of Content

District Mission

Philosophy Statement

General Curriculum & Instruction Objectives

Course Description

Curriculum Standards

Recommended Texts/Materials

Pacing Guide

Curriculum Units

Appendix A: New Jersey Core Curriculum Content Standards: Technology

Appendix B: New Jersey Technology Assessment for Proficiency & Integration General Rubric


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Freehold Borough Board of Education

Mrs. Annette Jordan, President Dr. Michael Lichardi, Vice President

Mr. Paul Ceppi

Mrs. Susan Greitz

Mr. James Keelan

Mrs. Maureen MacCutcheon

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

James Strimple, Interim School Business Administrator

Cheryl Young, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Supervisor of Technology & Assessment / Supervisor of Instruction – Gifted & Talented

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual, & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

Will Smith, Principal – Freehold Learning Center

Curriculum Committee

Jennifer Donnelly, Supervisor of Instructional Technology & Assessment

Joanna Papadopoulos, Teacher of Technology Education


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District Mission

We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and confident learners who flourish and contribute willingly in a changing world.

Core Beliefs We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to flourish


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Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values. Believing that our students deserve the best education, our curriculum is aligned to the most current New Jersey Core Curriculum Content Standards and current statewide assessments. Our scope and sequence is vertically and horizontally aligned. The progression of objectives embraces decades of rigorous research, conducted both independently and at the university level, and acknowledges that children develop differently and that learning experiences and strategies for performance are differentiated. Our borough is a diverse community, rich in tradition and spirit. Knowledge is a fusion balancing authentic experience and content, which language arts literacy skills are integrated with other content areas. Our curriculum contains common expectations that are rigorous and student centered, and teachers, who are most proximal to the children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum document, our staff will continuously collaborate on this living document. We will develop purposeful and effective formative and summative assessments which measure growth of our curriculum and inform our instruction. Finally, we will continuously seek to grow professionally through professional development, which is aligned to statewide regulations, but specifically geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our teachers will have flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is be student focused on success and balances developmental theory and psychometric standards

Democratically developed benchmarks and assessments will be utilized to gauge student and curricular growth. Assessment will be multidimensional and developed according to student need.


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Course Description

This course is designed to introduce the students to the foundation of technology education as it is aligned to the NJCCS. The curriculum focuses on building fluency in digital literacy to prepare our students to compete in a global society. In addition, through the use of STEM concepts, students will

use critical thinking skills, problem solving skills and design to create a motorized robot using a web based program called Lego Mindstorms.

Curriculum Standards

Standard 8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge.

Standard 8.2 Technology Education, Engineering, and Design

All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

Textbooks / Materials

Educational Products: Ev3 Core Set Web based resources: LEGO Education: LEGO MINDSTORMS EV3 Curriculum Pack

EV3 Design Engineering Projects EV3 Space Activity Pack & Challenge Set Combo

EV3 Middle School Science Activity Pack Computer Programs: LEGO MINDSTORMS EV3 Software, Pivot Animator, West Point Bridge Designer, Gimp 2.8,

Google SketchUp Make, LanSchool Lite v.7.8, Google Drive/ Apps iPad Applications: LEGO MINDSTORMS 3D Builder, LEGO MINDSTORMS Robot Commander

Benchmark Assessments

Technology Literacy Assessment Project Based Design Challenges

Grades 6 - 8


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SCOPE OF NJ CCCS 8.1 (NJ CCCS 8.1 - COMPUTER AND INFORMATION LITERACY)

Basic Computer Skills and Tools ................................... Application of Productivity Tools

BASIC COMPUTER SKILLS AND TOOLS APPLICATION OF PRODUCTIVITY TOOLS

- concept / skill is introduced and practiced in integration with the core curriculum subjects (i.e. Mathematics, Language Arts, Science, Social Studies, Health/Physical Education, Visual/Performing Arts, and World Language)

CURRICULUM INTEGRATION Arts (Visual and Performing) Language Arts Literacy Social Studies Comprehensive Health and Physical Education Mathematics World Language Science

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K 1 2 3 4 5 6 7 8 9

10 11 12

Basic Operations and Concepts Software Applications Social, Ethical, and Human Issues

Information Access Research Tools

Problem Solving and Decision Making Tools

Pacing Guide (Scope & Sequence – M43, M44)

http://www.kgcs.k12.va.us/ttc/vocabulary.htm


9

COMPUTER LITERACY

UNIT 1 Basic Computer Applications/Keyboarding 7 sessions

UNIT 2 Intro to Robotics 3 sessions

UNIT 3 Word Processing 5 sessions

UNIT 4 Digital Citizenship/Internet Research 10 sessions

UNTI 5 Spreadsheets 5 sessions

UNIT 6 Multimedia Presentation 10 sessions

UNIT 7 Graphic Design 5 sessions


10

Pacing Guide (Scope & Sequence – M43, M44) LEGO MINDSTORM EV3 (STEM Curriculum)

UNIT 1 INTRODUCTION TO ENGINEERING DESIGN & TECHNOLOGY 5 sessions

UNIT 2 THE DESIGNED WORLD 5 sessions

UNIT 3 ROBOTICS INTRODUCTION 5 sessions

UNIT 4 CIRCUITS AND COMPUTERS 5 sessions

UNTI 5 PARTS OF A ROBOT- HARDWARE, SOFTWARE, & FIRMWARE 5 sessions

UNIT 6 ROBOTIC PROGRAMMING 5 sessions

UNIT 7 ROBOTIC BUILDING TECHNIQUES 5 sessions

UNIT 8 MOVING & TURNING 5 sessions

UNIT 9 COMMUNICATION & COLLABORATION ENGINEERING DESIGN CHALLENGES

5 sessions


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Content Guide Unit: Basic Computer Applications/Keyboarding Timeframe: 7 sessions Duration: 42 minutes

Learning Goal 1 (M1) Scale Score

Scale Description

Students will effectively model proper techniques to accurately input data using touch keyboarding while using specific features of an operating system.

4.0 Student can perform all functions on scale 3.0 and use touch keyboarding skills fluently without major errors.

3.0 Using touch keyboarding, student can properly select home row keys, top row keys, bottom row keys, shift features, and utilize the operating system and its common features.

2.0 Using touch keyboarding, student can properly select home row keys and utilize the operating system and its common features.

1.0 Student can identify the home row keys and the operating system in which they are using to perform data entry.

Lesson Targets (deconstructed standards)

Lesson Target Scaffolding Connections (M42)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.A.5- Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

The lesson may be broken down into digestible segments for students or the whole class as necessary. Students may also require visual aids to refer to throughout the lesson such as a keyboarding chart.


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6th – 8th Keyboarding Develop and apply proper keyboarding techniques,

including safety methods to avoid repetitive strain injury. Students will identify and demonstrate proper keystrokes of

Home Row Keys; Students will identify and demonstrate proper keystrokes of

Anchor Keys while continuing to develop accuracy & speed in typing; 6th - 20WPM - 80% Accuracy

7th- 25WPM - 85% Accuracy

8th- 30WPM- 90% Accuracy

Students will identify and demonstrate proper keystrokes of Shift Key for Upper Case Letters and other symbols on Keys with double symbols;

Students will identify and demonstrate proper keystrokes of the Number Key Pad

Students will create, organize and manipulate shortcuts (ctrl>P, ctrl>X, ctrl>S, ctrl>C, ctrl>V, ctrl>I, ctrl>B, ctrl>U)

6th – 8th OS Operations & Related Application Students will be able to identify and demonstrate the

components of basic computer hardware and software Through “My Computer” or “Finder” icon on the desktop

students will create and delete folders within the H: drive; Identify saving, printing, and copy & paste functions

Introduce the productivity applications (MS Office & Google Apps) (Say how people use to collaborate)


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Instructional Guidance

Student Tasks/Activities (DQ 2-4)

Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)

6th – 8th Grade: Practice drills for keys on the home row; Practice drills for keys on the right hand; Practice drills for keys on the left hand; Practice drills for anchor keys. Practice file open, edit, close & save Practice saving to H drive Practice file naming give examples jpeg, mp3, bmp, gif, pdf. 6th-8th Grade: Intro to file naming (purpose and vocabulary) Practice file storage & file data layout strategies 6th Grade: Identify & find examples of each 7th & 8th Grade:

Organizing students to practice and deepen knowledge through various types of visual/oral demonstrations. Provide online tutorials for students to practice with.

Desktop PC’s and peripherals Educational Websites

http://www.typingweb.com/teacherportal/

http://www.gcflearnfree.org/computers

http://quizlet.com/10469069/computer-terms-for-elementary-students-

flash-cards/

http://www.keybr.com/

http://www.powertyping.com/qwerty/lessonsq.html

http://www.bbc.co.uk/schools/typing/

http://www.abcya.com/kids_typing_games.htm

http://www.learninggamesforkids.com/keyboarding_games.html

http://www.funtotype.com/

http://www.sense-lang.org/typing/

http://www.typingtest.com/games.html

Supplemental Resources http://www.internet4classrooms.com/ http://iss.schoolwires.com/Page/37623 http://www.crews.org/curriculum/ex/compsci/keyboarding/ http://pages.cordovasd.org/itdept/ComputerLiteracy/pospaper.html http://www.techconnect.glencoe.com/techconnect/keyboarding/start.htm Glencoe Keyboarding with Computer Applications Textbook

http://www.typingweb.com/teacherportal/

http://www.gcflearnfree.org/computers

http://quizlet.com/10469069/computer-terms-for-elementary-students-flash-cards/

http://quizlet.com/10469069/computer-terms-for-elementary-students-flash-cards/

http://www.keybr.com/

http://www.powertyping.com/qwerty/lessonsq.html

http://www.bbc.co.uk/schools/typing/

http://www.abcya.com/kids_typing_games.htm

http://www.learninggamesforkids.com/keyboarding_games.html

http://www.funtotype.com/

http://www.sense-lang.org/typing/

http://www.typingtest.com/games.html

http://www.internet4classrooms.com/

http://iss.schoolwires.com/Page/37623

http://www.crews.org/curriculum/ex/compsci/keyboarding/

http://pages.cordovasd.org/itdept/ComputerLiteracy/pospaper.html

http://www.techconnect.glencoe.com/techconnect/keyboarding/start.htm


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Produce each type of file (Paint, ABCYA-animate, built in recorder) Changing file locations, and (drag & drop)

Interdisciplinary Connections

Language arts, Foreign Language, Social Studies , Science, Math

Essential Questions Enduring Understandings

Why are proper keyboarding skills essential

and how will these skills improve your

productivity?

How many future tasks will benefit from your

computer application skills?

How does collaboration enable groups to

achieve common goals more efficiently?

Why are digital tools and their effective use so

vital for success in the 21st Century?

How do I choose which technological tools to

use and when it is appropriate to use them?

What are my responsibilities for using

technology?

What constitutes misuse and how can it best be

prevented?

Success in the 21st-century is dependent on the ability to utilize digital tools and new technologies for collecting, organizing and managing data in order to stay competitive in an ever-changing global business environment.

Students must begin to explore their talents and interests during their primary years and continue throughout their lives. In order to effectively explore and prepare for a career in a world that is consistently evolving, students must understand that lifelong

Learning and skill building is imperative to sustain employment in the 21st-century. Correct keyboarding technique will increase efficiency not only as a student but in future careers. Technology is constantly changing and requires continuous learning of new skills.

Selection of technology should be based on personal and/or career needs assessment.

A tool is only as good as the person using it.

Technology use can have positive or negative impact on both users and those affected by their

use.

Assessments Adaptations (M47, M48)

Baseline- Tech Lit Assessment / Keyboarding WPM & Accuracy Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive.

Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice


15

Benchmark- Tech Lit Assessment/ Keyboarding WPM & Accuracy


16

Content Guide Unit: Introduction to Robotics Timeframe: 3 sessions Duration: 42 minutes


Scale Description

Students will understand the basics of Robotics as it relates to science, technology, engineering and mathematics (STEM) through the use of programming, mechanics, investigation activities and problem solving skills.

4.0 Student can use his/her knowledge to design a robot and document process using each aspect of the design continuum (design loop).

3.0 Student fully understands the features and functions of robotics.

2.0 Student has basic understanding of robotics and its components.

1.0 Student has basic understanding of robotics with prompted assistance.



Standard 8.2 Technology Education, Engineering and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.

The lesson may be broken down into digestible segments for students or the whole class as necessary. Students may also require additional domain specific vocabulary to ensure all students understand the content. Students may require visual 3D building instructions in order to create their own robot.

Students will be introduced to Robotics through

a Lego Mindstorms EV3 presentation

Students will apply the problem-solving process

to technological problems.


17

Students will develop alternative solutions

Collaboratively work as a member of a design

team

Safely use tools, machines, and materials to

fabricate a working prototype.

Synthesize information and contribute toward

the team goal, while constructing a working

model safely (modeling & prototyping )

Apply concepts of force and motion to the results

of testing prototypes

Keep a written log stating the problem,

parameters, daily activities, drawings,

modifications, and testing results.

Demonstrate lab safety and organization

procedures

Apply mathematics to analyze and explain

testing results

Design the prototype solution for aesthetics and

function

Research information on the internet related to

sources of energy; how they are used; and

various sailing vessels.

Create a basic database for testing results.

Define and distinguish various systems in

technology.

Summarize that all systems have a goal in input,

a process, an output, and feedback.

Diagram simple systems


18



Teacher Tasks (DQ 2-4)

Resources (M45) / Technology (M46)

6th-8th Grade: Students will use the

design process to create &

maintain an engineering

notebook;

Students will define

domain specific

vocabulary;

Students will identify

design materials;

Students will understand

criteria and constraints.

Students will work collaboratively in a group setting to solve a problem / design challenge.

Optional: First Lego League

Competition / Technology Student Association Club

6th Grade: Given an introduction to robotics and programming. Be given a design challenge to create and program a simple robot and maintain an engineering notebook (design loop).

Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. Teacher will integrate science, technology, engineering, and math concepts into each design challenge. (Teacher is not limited to these instructional elements)

Desktop PC, Chromebooks, iPads, Lego Mindstorm EV3 Kits Lego Mindstorm Tutorial: http://education.lego.com/en-us/

http://education.lego.com/en-us/preschool-and-school/secondary/mindstorms-

education-ev3/instant-success/introduction

Lego Mindstorms EV3 teacher resources/ Curriculum: http://www.ri.cmu.edu/ https://www.cs2n.org/blog/the-ev3-curriculum-is-available http://www.education.rec.ri.cmu.edu/content/lego/ev3/curriculum/preview/ http://stemrobotics.cs.pdx.edu/node/291

Books: Beginning LEGO MINDSTORMS EV3 – Mark Rollins

The LEGO MINDSTORMS EV3 Laboratory – Daniele Benedettelli

The LEGO MINDSTORMS EV3 Discovery Book – Laurens Valk

LEGO Mindstorms EV3: Build and Program Your Own LEGO Mindstorms EV3

Robots – Marziah Karch

Exploring LEGO Mindstorms EV3 – Eun Jung Park

Maximum LEGO EV3: Bringing Robots with JAVA Brains – Brian Bagnall

The Art of LEGO Mindstorms EV3 Programming – Terry Griffin

Classroom Activities for the Busy Teacher : EV3 – Damien Kee

http://education.lego.com/en-us/

http://education.lego.com/en-us/preschool-and-school/secondary/mindstorms-education-ev3/instant-success/introduction


http://www.ri.cmu.edu/

https://www.cs2n.org/blog/the-ev3-curriculum-is-available

http://www.education.rec.ri.cmu.edu/content/lego/ev3/curriculum/preview/

http://stemrobotics.cs.pdx.edu/node/291


19

7th Grade: Be given a design challenge to create a robot using 2 of the sensors and maintain an engineering notebook (design loop). 8th Grade: Be given a design challenge to create a robot using 3 sensors and maintain an engineering notebook (design loop).


Math, Science, Language Arts, Engineering, Technology

Unit Essential Questions Unit Enduring Understandings

What is Robotics and how does it affect our

everyday life?

How is the field of Robotics changing modern life?

What role of mechanical engineering and

computer science play in the creation of Robots?

How important is the Design Process used in

creating a Robot for s specific task?

How does one troubleshoot various unintended

(positive & negative) consequences and maintain

a robotic system?

What safety requirements is one expected to

uphold in the robotics laboratory?

How do robots use energy?

How is energy transformed?

Potential/Kinetic – Unified KE/PE

Energy Losses / Battery Energy

Energy Conservation / Energy Equations

The integration of mechanical engineering and computer science when creating a robot.

How the design process drives innovation(s).

Robot systems require troubleshooting and maintenance to ensure safe and proper function.

Safety is everyone's responsibility.

Engineering design is an interactive process with a defined cycle of steps.

Robots can be controlled in different ways.

Sensors allow robots to interact with the world.

Energy can be converted from one form to another.

Components of a robot can be changed to produce motion, speed, torque and acceleration.

Design and programming are processes that must consider all the systems within a robot

and the required task.

Failure is an important and valuable part of the engineering process.

Engineers work cooperatively in teams to accomplish a task.


20

How does a gear ratio impact robot speed and

force?

How to effectively collaborate as a team?

How to design robots for specific activities and

scenarios?

How to navigate the design software in an effort to

create a robot?

What are the necessary components used in

building a robot?


Baseline- Robotics Test Formative- project based; electronic portfolio. Benchmark- Robotics Test

Students with Disabilities (M48)- Flexible grouping, Peer grouping, visual demonstration ELL’s (M47)- scaffolding, chunking the content Gifted & Talented- independent practice, enrichment assignments

Content Guide Unit: Word Processing Timeframe: 7 sessions Duration: 42 minutes


Scale Description

The student will create documents with advanced text formatting and graphics using word processing.

4.0 Student can create a word processing document independently and use enhanced features without instructional guidance.

3.0 Student can create a word processing document independently.

2.0 Student can create a word processing document following step-by-step instruction.

1.0 Student can create and word processing document only with instructional support.




21

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. Student will understand how to effectively use word processing in their daily lives. 8.1.8.A.1- Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

Students will be able to identify the toolbars on a word processing.

Students will be able to create a document using these advanced features.

Students will be able to create & identify the parts of a letter and an email.

Students will be able to edit and revise documents for proper format.

The lesson may be broken down into digestible segments for students or the whole class as necessary. Students may also require additional domain specific vocabulary to ensure all students understand the content.


Student Tasks/Activities (DQ 2-4) Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)


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Grade 6th: Create a crossword puzzle using domain

specific vocabulary. Use a graphic organizer to take notes on

major parts of computer. Practice copy & paste, bolding, underlining,

and italicizing text Edit a table in MS Word using advanced

text formatting, shading, borders, and page border.

Grade 7: • Add a table in a word document. • Edit table by changing borders, shading

and adding page border. • Collect data from 25 students. • Add data to table in word document. Grade 8: • Create a document using advanced text

formatting - word art, mail merge, drop cap, and washout marks.

• Write a formal business (email) letter based on a topic of interest.

• Use the internet to research information to add to letter or brochure.

Optional: Newsletters, personal/business letters,

poster, table, report/outline

Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge.(Teacher is not limited to these instructional elements)

Desktop PC, Chromebooks Microsoft Word (2007/2010)or Google Docs YouTube MS Word Tutorial:

https://www.youtube.com/watch?v=3mH

3RL7gO78

ACF Learn Free MS Tutorial:

http://www.gcflearnfree.org/office2010/

word2010

Google Documents / Drive:

http://www.gcflearnfree.org/googledocu

ments

http://www.gcflearnfree.org/googledrivea

nddocs


Foreign Language, Social Studies, Language Arts


https://www.youtube.com/watch?v=3mH3RL7gO78

https://www.youtube.com/watch?v=3mH3RL7gO78

http://www.gcflearnfree.org/office2010/word2010

http://www.gcflearnfree.org/office2010/word2010

http://www.gcflearnfree.org/googledocuments

http://www.gcflearnfree.org/googledocuments

http://www.gcflearnfree.org/googledriveanddocs

http://www.gcflearnfree.org/googledriveanddocs


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What parts are used when composing a word processing

document? How are the parts of a letter organized? Why are correct grammar, mechanics, and word usage

essential in a word processing document? Why are editing and revising necessary when creating a word

processing document? Why are computer skills necessary when composing and

formatting a word processing document? Which skills are needed?

When composing business letters, use the correct letter parts and

organize and format the parts correctly. Use of correct grammar, mechanics, and word usage in word

processing documents creates a good impression. Editing and revising are necessary when composing all word

processing document parts so that all text is accurate. Word-processing skills are essential to produce professional-

looking documents.


Baseline- Tech Literacy Assessment Formative- project based; electronic portfolio Benchmark- Tech Literacy Assessment



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Content Guide Unit: Digital Citizenship/Internet Research Timeframe: 10 sessions Duration: 42 minutes


Scale Description

Student will explain the purpose of an Acceptable Use Policy; describe safe Internet usage and describe/practice “etiquette” when using the Internet an electronic mail.

4.0 Student will distinguish safe and appropriate use and misuse of technology according to the AUP when making choices while working independently.

3.0 Student will exhibit an understanding of the district’s AUP through the safe and appropriate use of technology when completing school work.

2.0 Student conveys (i.e.- verbally, graphically) an understanding of safe and appropriate use and misuse of technology according to the approved district Acceptable Use Policy (AUP) and knows the consequences of misuse.

1.0 Student is unable to perform task with assistance (Evidence must be available upon request)



Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.B.1- Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service). 8.1.8.C.1- Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.

The lesson(s) may be broken down into digestible segments for students or the whole class as necessary. Students may also require additional domain specific vocabulary to ensure all students understand the content. Teacher will provide multiple means of visual and auditory reinforcement.


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8.1.8.D.1-Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. 8.1.8.D.2- Summarize the application of fair use and Creative Commons guidelines. 8.1.8.D.3- Demonstrate how information on a controversial issue may be biased. 8.1.8.E.1- Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

Internet Safety

Privacy & Security

Relationships & Communication

Cyberbullying

Digital Footprint & Reputation

Self-image & Identity

Information Literacy

Creative Credit & Copyright



6th Grade: Define domain specific vocabulary

Digital Life 101- Students are introduced to

the 24/7, social nature of digital media and

technologies, and given basic vocabulary and

knowledge for discussing the media

landscape.

Strategic Searching- Students learn that to

conduct effective and efficient online


Educational Websites: Commonsensemedia – Digital Citizenship

Curriculum

GCF Learn Free - Internet Safety

What is Malware?

Digital Literacy and Citizenship

WIPO - Intellectual Property

MIT - Inventor's Handbook

USPTO - Patent & Trademark Office

EOP- European Patent Search

https://www.commonsensemedia.org/educators/scope-and-sequence

https://www.commonsensemedia.org/educators/scope-and-sequence

http://www.gcflearnfree.org/onlinesafety

http://www.gcflearnfree.org/onlinesafety

http://www.onguardonline.gov/media/video-0056-protect-your-computer-malware

http://www.commonsensemedia.org/educators/curriculum

http://www.wipo.int/portal/en/

http://web.mit.edu/invent/h-main.html

http://www.uspto.gov/

http://www.epo.org/searching.html


26

searches, they must use a variety of searching

strategies.

Scams & Schemes – Students learn strategies

for guarding against identity theft and scams

that try to access their private information

online.

Cyberbullying- Students learn about the

difference between being a passive bystander

vs. a brave upstander in Cyberbullying

situations.

A Creator’s Rights: Students are introduced to

copyright, fair use, and the rights they have

as creators.

7th Grade: My Media- Students review their media habits

and the array of media they use on a weekly

basis, and reflect on the role of digital media

in their lives.

A Creator’s Responsibilities- Students reflect

on their responsibilities as creators and users

of creative work.

Safe Online Talk- While acknowledging the

benefits of online talk and messaging,

students learn how to handle situations or

online behavior which may make them feel

uncomfortable.

Which Me Should I Be? – Students learn that

presenting themselves in different ways

online carries both benefits and risks.

Gender Stereotypes Online- Students analyze a

“Dress Up Your Avatar” feature of a virtual

Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Create an online survey to determine what students know about fair use and creative commons. Read aloud current news articles about violations of fair use policies and the impact they had on individuals and businesses. Review and compare licensing and use policies on photo sharing websites. Show video clip of an artist or musician to determine why they think it is important for people to follow fair use policies. (Teacher is not limited to these instructional elements)

Google Patents Search

Other Patent Offices

Patents & Trademark Video

Supplemental Resources: Google for Kids / Yahoo! Kids

KidRex/ Fact Monster/ KidsKonnect.com

KidSpace @ The Internet Public Library

Safe and Ethical Use of Computers NJDOE

www.netsmartz.org **

Cyber Bullying Video Clip

Google Patent Search

Netsmartz

Cybertreehouse

Cybersmart

Cyberethics for kids

Digizen

CreativeCommons.org

Media Education Lab

Curriki

Teacher Tap

Morgue File

Gimp Savvy

NASA, NOAA, FWS

http://www.google.com/?tbm=pts&hl=en&gws_rd=ssl

http://www.epo.org/service-support/useful-links/patent-offices.html

http://www.dropbox.com/s/qi1jrkiekouacih/Patents%20and%20Trademarks.mov

http://www.netsmartz.org/


27

world for kids for evidence of stereotypes

about boys and girls.

8th Grade: Trillion Dollar Footprint – Students learn that

they have a digital footprint and that this

information can be searched, copied and

passed on, but that they can take some

control based on what they post online.

Identifying High-Quality Sites- Students learn

that anyone can publish on the Web, so not

all sites are equally trustworthy.

The Reality of Digital Drama- Students draw

connections between young teens’

perceptions of digital drama and stereotypes

of men and women on reality TV.

Cyberbullying: Crossing the Line- Students

learn to distinguish good-natured teasing

from Cyberbullying.

Rework, Reuse, Remix- Students expand their

understanding of fair use, apply it to case

studies, and create an original work of fair

use.

Optional Activities: Research Internet law

Create a list of appropriate uses of technology

& create a list of technology being misused

Introduce Patents (conduct a patent search)

Researching information using a database

Identify key terms to use when researching

information (Boolean logic)


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Search engines / Subject directories

Demonstrate understanding of cyber safety,

cyber bullying, cyber security, and cyber

ethics (using resources /websites)

Create a poster with tips about how to

respond to a cyber bully and post on the

school’s website or around the school

Create a video that demonstrates the

application of fair use policies in educational

and personal situations (display it on

website)


Language Arts, Foreign Languages, Science, Engineering, Social Studies


What are our rights and responsibilities as Digital Citizens?

What does it mean to be a Digital Citizen?

What are an individual’s responsibilities for using technology?

What constitutes misuse and how can it best be prevented?

What does cyber bullying look like?

How do you look up words using a Boolean search?

Why is it important to know how to use a database?

What key terms would one use to filter data in a database to make

the search more meaningful?

How can one use a database to assist them in completing

schoolwork or personal activities?

Technology use can have positive or negative impact on both users

and those affected by their use.

Technological advancements create societal concerns regarding

the practice of safe, legal, and ethical behaviors.

Students will encounter databases in almost any career they might

pursue.

Students learn that building, sorting, and filtering data in a

database depends on many factors.

Students realize the potential of databases by starting to use

technology tools to create their own simplified versions of personal

databases.


Baseline – Technology Literacy Assessment Formative – online summative assessments, e-portfolio’s



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Benchmark- Technology Literacy Assessment

Content Guide Unit: Spreadsheets Timeframe: 5 sessions Duration: 42 minutes


Scale Description

Students will construct a simple spreadsheet, enter data, and interpret the information.

4.0 Student is able to independently create a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results in a specific core curriculum content area.

3.0 Students will independently construct a spreadsheet by entering data and interpreting information.

2.0 Student will independently create a spreadsheet, enter data, generate charts and graphics.

1.0 With assistance, the student will construct a simple spreadsheet, enter data, and interpret the information.




30

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.A.2 - Plan and create a simple database, define fields, input data, and produce a report using sort and query. 8.1.8.A.4- Generate a spreadsheet to calculate, graph, and present information. Students will be able to:

Create spreadsheets and use advanced features

Collaboratively use computer technology tools to solve a problem and influence a

school community to respond to the needs of the student body

Insert a table with text as part of the results of a survey

Record the results of a survey on a spreadsheet and create different types of graphs

Sort data from survey to create graphs

IEP’s and 504’s Differentiated lab investigations & class activities according to class ability level



Grade 6 Design a spreadsheet representing data from

survey of students about student interest.

Grade 7

Design personal room and include budget as

well a spreadsheet of items to include in room.

Create a budget for spending for entertainment.

Design a spreadsheet for personal/ home

use.(ex: school schedule, extracurricular

activities)

Create a graph of money spent.

Grade 8

Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. (Teacher is not limited to these instructional elements)

Program Web Sites GCF Learn Free - Microsoft Excel 2010

GCF Learn Free - Microsoft Access 2010

http://www.gcflearnfree.org/office2010/excel2010

http://www.gcflearnfree.org/office2010/access2010


31

• Create a spreadsheet of materials / parts necessary for creating a robot • Create a spreadsheet that shows temperature for a week. • Maintain a grade book • List clubs to participate in high school Optional Grade Level Activities: Results for a scientific experiment and graph results Check Math problems from homework Timeline of Historical Periods Record personal schedule (physical activities vs. non-physical activities)


Mathematics, Science, Social Studies, Family & Consumer Science


Why are spreadsheet charts/graphs used?

How can spreadsheets be used to solve real-world mathematical

problems and when should they be used?

What type of calculations can a spreadsheet perform?

What are the benefits to using a computer spreadsheet for mathematical

problems vs. another method?

What are the pros and cons to using a spreadsheet to perform

calculations?

Can you demonstrate how to print a spreadsheet, or a range of cells in a

spreadsheet?

Can you demonstrate how to print a spreadsheet showing the gridlines,

rows and column headings?

Can you explain how to enter a formula into a spreadsheet?

What are the advantages of using a computer spreadsheet over using

paper and pencil?

Spreadsheets can be used to compute, organize, and display data.

Spreadsheets allow for complex calculations and data storage.

Spreadsheets can be used to organize and display data in multiple

forms.


32

Can you demonstrate how to print a spreadsheet, or a range of

cells in a spreadsheet?

Can you demonstrate how to print showing the formulas of a

spreadsheet?

Can you print a spreadsheet showing the gridlines, row and

column headings?

Can you explain how to enter a formula into a spreadsheet?


Baseline- Technology Literacy Assessment Formative – project based , e-portfolio Benchmark- Technology Literacy Assessment


Content Guide

Unit: Multimedia Presentation Timeframe: 10 sessions Duration: 42 minutes Learning Goal 1 (M1) Scale

Score Scale Description

Students will design and produce a basic multimedia presentation.

4.0 Student will independently create and produce an original multimedia project using text, graphics, moving images, and sound in a specific core curriculum content area.

3.0 Student will independently design and produce a basic multimedia project importing text, graphics, moving images and sound.


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2.0 With assistance, the student will design and produce a basic multimedia project using text.

1.0 The student is unable to perform the task with assistance (Evidence must be available upon request)



Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.A.3- Create a multimedia presentation including sound and images.




Grades 6th – 8th: Create a multimedia presentation using PowerPoint (about a science, technology, engineering, mathematics (STEM) content area) 6th Grade: Use FactMonster>Inventions to create a simple PowerPoint Presentation about 1 invention/inventor


Presentation Software Microsoft Office PowerPoint 2010 or 2007

Movie Make Software Smart Board Notebook Keynote Flip camera

Windows Photo Story Software – optional Educational Websites:

www.windowsphotostory.com


34

7th Grade: Choose your favorite book/movie and make a short PowerPoint discussing the major story elements ~ characters, main idea, summary, etc… 8th Grade: Choose 1 of the 20 Greatest Achievements of the 20th Century – [ www.greatachievements.org ] Make a Power Point Presentation using videos, sounds, transitions, clipart, and word art of that invention.

www.jakesonline.org/photostory.htm

www.Prezi.com

www.techtodayonline.com

www.informationweek.com

www.www.microsoft.com/education/en-

us/teachers/guides/Pages/digital_storytelling.aspx

www.jakesonline.org/photostory.htm

www.copyrightkids.org/quizframes.htm

www.cteonline.org/portal/default/Curriculum/

Digital Storytelling with PowerPoint - by Mark Standley & Meg Ormiston - Visions Technology for Education http://toolsforteachers.com/ PowerPoint Magic - by Pamela Lewis http://www.iste.org Teaching with Digital Video: Watch, Analyze. Create - Edited by Glen L. Bull and Lynn Bell Other Applications:

Windows Live, PhotoStory, PowerPoint, Windows Media Player, QuickTime, Windows Movie Maker, IMovie, IWeb, Audacity, MyPodcast, GarageBand, Jing Screen Capture Windows Live, ITunes, Google Docs (Presentations) and other Web 2.0 applications such as Animoto, Kerpoof, NextVista for Learning, PhotoShow, Prezi, Schooltube, Slideshare, Stroome,Teachertube, ZohoShow


Language Arts, Foreign Language, Science, Math, Social Studies


http://www.greatachievements.org/

http://www.techtodayonline.com/

http://www.informationweek.com/

http://www.www.microsoft.com/education/en-us/teachers/guides/Pages/digital_storytelling.aspx

http://www.www.microsoft.com/education/en-us/teachers/guides/Pages/digital_storytelling.aspx

http://www.jakesonline.org/photostory.htm

http://www.copyrightkids.org/quizframes.htm

http://www.cteonline.org/portal/default/Curriculum/

http://toolsforteachers.com/

http://www.iste.org/


35

How can people use multimedia presentations to communicate

their opinions?

How can multimedia presentations be used to enhance learning?

How can I use information in an ethical and responsible manner?

What tools can I use to create a presentation that expresses my

ideas to others?

What are the technical aspects of using video cameras?

What camera techniques can be used to enhance the

meaning/mood of video communication?

How can video editing software be used to show understanding

of new knowledge?

What skills are required for collaboration as a video team to

produce a video?

Exhibit legal/ethical behaviors provided by copyright laws and fair use

policy.

Organize information for practical applications.

Demonstrate an understanding of setting up and using a video camera.

Select appropriate scene location/lighting and camera use to achieve video

meaning.

Demonstrate understanding of basic features of video editing software.

Demonstrate an understanding of the roles of a video crew.


Baseline – Technology Literacy Assessment Formative- project-based, e-portfolio Benchmark- Technology Literacy Assessment



36

Content Guide Unit: Graphic Design Timeframe: 5 sessions Duration: 42 minutes


Scale Description

Students will choose appropriate electronic graphic organizers to create, construct, or design a document.

4.0 Student will use the appropriate electronic graphic organizer in an independent and original task in a specific core curriculum content area.

3.0 Student will choose the appropriate electronic graphic organizer to create, construct, or design a document.

2.0 With assistance, the student will use an electronic graphic organizer to create, construct, or design a document.

1.0 The student is unable to perform the task with assistance (Evidence must be available upon request)



Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.F.1- Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.



37



6th Grade: Learn about the Seven Elements of Design

Design Challenge- use given materials to

depict one of the design elements.

Create a brochure (STEM topic of choice

~Marine Animal)




Create a flyer (School-wide event) using

Publisher

Create a group logo




Make an electronic portfolio using a website

creator program

Use MS Publisher to make a brochure of the 7

Elements of Design

Analyze Streamlining / Analyze different

logos

Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. Teacher will aid in examining similarities and differences. (Teacher is not limited to these instructional elements) Teacher will connect digital elements to artistic elements of design. Teacher will provide tiered design challenges to supplement instruction.

Microsoft Office Publisher 2010 or 2007 Internet Access ~ Weebly.com / Wordpress.com GCF Learn Free - Microsoft Publisher 2010 Learning about Advertising - Admongo

http://www.gcflearnfree.org/office2010/publisher2010

http://www.gcflearnfree.org/office2010/publisher2010

http://www.admongo.gov/


38


Science, Math, Social Studies, Art, Language Arts


What is graphic design?

How is graphic design prominent in our culture?

What areas are encompassed by Graphic Design?

How do the Principles of Design and the Elements of Art relate in a graphic

design?

What process is used to prepare a design?

How has technology impacted Graphic Design?

What criteria are used to judge the success of a design?

What terminology is necessary to effectively critique design qualities?

How does a journal of sketches and ideas aid the creative and production

process?

What are the types of fonts available?

How has digital technology affected printmaking?

How is graphic design used in marketing and advertizing?

What must be considered when selecting media to produce a graphic design?

How does the manipulation of the Principles of Design effect the clarity of a

Graphic Design?

How can a computer graphic program be use to produce a graphic design?

How can the method of presenting, displaying or exhibiting work affect its

visual statement?

What must be considered when selecting images of text for a chosen topic?

How does the selection of art material and methods impact an illustration?

How have contemporary technologies influenced illustration methods?

How can the Principles of Design be used to create an eye-catching

merchandise item?

How can the Principles of Design organize a physical space?

What disciplines impact environmental design?

How can an artwork be extended by adding additional materials?

Graphic design is a means of visually expressing one’s thoughts.


39

What are the methods, tools and equipment of printmaking?

How can the printmaking process or techniques be used to alter the content of

a print?

What research methods and sources can be employed to find information on a

subject?

How does research on methods, techniques and themes serve as a catalyst for

artistic expression?

How should works be selected to be part of a portfolio?

In what ways does your portfolio reflect your personal creative process?

How can the strengths and weaknesses in artworks inform future work?


Baseline- Technology Literacy Assessment Formative- project-based, e-portfolio Benchmark- Technology Literacy Assessment



40

Pacing Guide (Scope & Sequence – M43, M44) LEGO MINDSTORM EV3 (STEM Curriculum)

UNIT 1 INTRODUCTION TO ENGINEERING DESIGN & TECHNOLOGY 5 sessions

UNIT 2 THE DESIGNED WORLD 5 sessions

UNIT 3 ROBOTICS INTRODUCTION 5 sessions

UNIT 4 CIRCUITS AND COMPUTERS 5 sessions

UNTI 5 PARTS OF A ROBOT- HARDWARE, SOFTWARE, & FIRMWARE 5 sessions

UNIT 6 ROBOTIC PROGRAMMING 5 sessions

UNIT 7 ROBOTIC BUILDING TECHNIQUES 5 sessions

UNIT 8 MOVING & TURNING 5 sessions

UNIT 9 COMMUNICATION & COLLABORATION ENGINEERING DESIGN CHALLENGES

5 sessions


41

Content Guide Unit 1: Introduction to Engineering Design & Technology Timeframe: sessions 5 Duration: 42 minutes


Scale Description

To use the design process as a systematic approach to solving problems. To understand that technology products and systems impact every aspect of the world in which we live.

4.0 The student can independently identify the parts of the design process and use it while completing their assignments.

3.0 The student can independently identify the parts of the design process.

2.0 With assistance, the student can identify the parts of the design process




8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 8.2.8.A.1- Explain the impact of globalization on the development of a technological system over time. 8.2.8.B.1 – Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints.

This unit will introduce students to the engineering design process and explore the 7 types of technologies used in the world, presently. Teacher will differentiate lab investigations and class activities according to class ability level.


42

8.2.8B.2- Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation. 8.2.8.B.3- Solve a science-based design challenge and build a prototype using science and math principles throughout the design process.





Grades 6th – 8th Students will engage in a design-based science activity. Students will make a multimedia presentation to display their design process. Students will create morphological charts as part of the design process. Students will create 2D and 3D sketches of their designs. Students will identify different topics related to the different technologies. Students will classify products according to technological category.

Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. (Teacher is not limited to these instructional elements) Introduce topics of:

Design Process

Morphological Charts

2D & 3D Sketching

Biotechnologies

Manufacturing Technologies

Transportation Technologies

Communication Technologies

Energy & Power Technologies

Construction Technologies

Educational Websites: Teach Engineering - http://www.teachengineering.org/

PBS The Design Squad-

http://pbskids.org/designsquad/parentseducators/guides

/teachers_guide.html

PBS Learning -

http://www.pbslearningmedia.org/resource/phy03.sci.eng

in.design.desprocess/what-is-the-design-process/

What is Green Technology?

Green Technology

10 Green Tech Products

Department of Energy

National Renewable Energy Lab

Solar Energy Industries Association

Renewable Energy World

Magic School Bus

Scholastic Story Starters

Scholastic STEM Games

Wildlife Conservation Society - Wild Self

Mechanical Drawings

http://www.teachengineering.org/

http://pbskids.org/designsquad/parentseducators/guides/teachers_guide.html

http://pbskids.org/designsquad/parentseducators/guides/teachers_guide.html

http://www.pbslearningmedia.org/resource/phy03.sci.engin.design.desprocess/what-is-the-design-process/

http://www.pbslearningmedia.org/resource/phy03.sci.engin.design.desprocess/what-is-the-design-process/

http://www.green-technology.org/what.htm

http://www.green-technology.org/

http://www.crn.com/slide-shows/mobility/232900613/10-green-tech-products-to-celebrate-on-earth-day.htm

http://www.energy.gov/

http://www.nrel.gov/

http://www.seia.org/

http://www.renewableenergyworld.com/rea/home

http://www.scholastic.com/magicschoolbus/

http://www.scholastic.com/magicschoolbus/

http://www.scholastic.com/teachers/story-starters/

http://teacher.scholastic.com/activities/clf/tguidesitemap.htm

http://www.buildyourwildself.com/

http://www.glencoe.com/sec/tie/mechdwg/student/drafting_problems.php


43

Students will reflect and present essential milestones in the human-designed world. Students will discuss the impact of globalization on a given system. Students will create a timeline of technological advancements

Design Continuum from the

Past/Present/ Future

How Stuff Works

NASA - Interactive Free Software

Interactive Simulations - Univ. of Colorado

Inventions Timeline




How is technical sketching or drafting an

essential part of the design process?

What do engineers and designers use to

solve technological problems?

Why is the design process depicted as

continuous and not linear?

How are the 7 types of technology used in

the world today?

What are some of the greatest achievements

of the technological world?

What are the pros/cons to using alternative

energy?

Why does a products’ form follow its

function?

The design process is a systematic approach to solving problems.

Technology is a process by which humans use knowledge to extend capabilities

The design process is used for problem solving and manufacturing different inventions.

Technology is used to develop products for human wants and needs and can influence a country’s

economy.

Engineering is a creative process that uses relevant information about a specific discipline and uses

problem solving to improve quality of life.

Technological systems consist of a variety of different materials, tools. machines, people,

information, and time.

When designing a system or product, absolute safety is imperative.


Baseline- KWL Chart Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive.


http://www.howstuffworks.com/

http://www.grc.nasa.gov/WWW/K-12/freesoftware_page.htm

http://phet.colorado.edu/en/for-teachers/browse-activities

http://www.datesandevents.org/events-timelines/09-inventions-timeline.htm


44

Benchmark- End of Unit Assessment/Project


45

Content Guide Unit 2: The Designed World Timeframe: sessions 5 Duration: 42 minutes


Scale Description

Understand that the designed world is the product of a design process that provides the means to convert resources into products and systems. Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

4.0 Student can use human, cultural, and societal values in the design process while constructing their assignments.

3.0 The student can independently identify various human, cultural and societal values in various products.

2.0 With assistance, the student can identify the various human, cultural, and societal values in products.




8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment 8.2.8G.1- Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved. 8.2.8.G.2- Explain the interdependence of a subsystem that operates as part of a system. 8.2.8.C.1- Explain the need for patents and the process of registering one. 8.2.8.C.2- Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich presentation.

This unit will introduce the social and ethical issues regarding the designed world. Teacher will differentiate lab investigations and class activities according to class ability level.


46




6th Grade: Students will create a media rich presentation about past/current labor cases. 7th Grade: Students will explain the need for patents. 8th Grade: Students will explain the responsibilities required with maintaining technological systems.

Teacher will identifying critical information; Teacher will chunk content into “digestible bites”; Teacher will process new information; Teacher will elaborate on new information; Teacher will review content; Teacher will organize students to practice and deepen knowledge; Teacher will examine errors in reasoning; Teacher will practice skills, strategies, and processes; Teacher will provide resources and guidance (Teacher is not limited to these instructional elements) Teacher will introduce: Form follows Function

Process of Technological

Systems

Labor Injustices

Educational Websites: Teach Engineering - http://www.teachengineering.org/

Planet Earth

Technology Over Time - WebQuest

Beware of Fake Recycling

Digital Dumping Ground

Story of Stuff

Story of Electronics

High Tech Trash - National Geographic

High Tech Trash - Interactive

E-Waste - National Geographic

Where do computers go to die?

3D Printing

No Impact Project

Conveniences & Consequences

You can make a difference!

Architectural Images & History

National Building Museum

The History of the Levitts

NOVA - Build a Bridge

Building Big - Bridges

http://www.teachengineering.org/

http://www.youtube.com/watch?v=jqxENMKaeCU&feature=player_embedded

http://questgarden.com/89/42/8/101207103155/task.htm

http://www.electronicstakeback.com/how-to-recycle-electronics/beware-of-fake-recycling/

http://www.pbs.org/frontlineworld/stories/ghana804/video/video_index.html

http://storyofstuff.org/movies/story-of-stuff/

http://storyofstuff.org/movies/story-of-electronics/

http://ngm.nationalgeographic.com/2008/01/high-tech-trash/carroll-text

http://ngm.nationalgeographic.com/2008/01/high-tech-trash/computer-interactive

http://ngm.nationalgeographic.com/geopedia/E-Waste

http://archive.tehelka.com/story_main48.asp?filename=hub150111WHERE_COMPUTERS.asp

http://www.youtube.com/watch?v=jQ-aWFYT_SU&feature=youtu.be

http://noimpactproject.org/movie/

http://www.pbs.org/wgbh/americanexperience/features/teachers-resources/earthdays-teachers-guide/6/

http://www.youchange.com/why-recycle/

http://www.greatbuildings.com/

http://www.greatbuildings.com/

http://www.nbm.org/about-us/multimedia/video-library.html

http://www.teachertube.com/viewVideo.php?video_id=30675&title=A_Look_At_The_Levitts&vpkey=

http://www.pbs.org/wgbh/nova/tech/build-bridge-p1.html

http://www.pbs.org/wgbh/nova/tech/build-bridge-p1.html

http://www.pbs.org/wgbh/buildingbig/bridge/


47

Patents

Industrial Revolution


Language Arts, Foreign Language, Social Studies , Science, Math


Why is it necessary to be a technologically

literate citizen in present day society?

How has technology evolved throughout

history?

How was technology used to extend human

capabilities?

How does society impact technology and

innovation?

How does technology impact our everyday

lives?

How do patents protect inventions?

How has technology advanced from the

Industrial Revolution?

Technological products have both positive and negative impacts

Knowledge and understanding of human, cultural, and societal values are fundamental when

designing technology systems and products in the global society.


Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- End of Unit Assessment/Project



48

Content Guide Unit 3: Robotics Introduction Timeframe: sessions 5 Duration: 42 minutes


Scale Description

Students will understand the basics of Robotics as it relates to science, technology, engineering and mathematics (STEM) through the use of programming, mechanics, investigation activities and problem solving skills.

4.0 Student can use his/her knowledge to design a robot and document process using each aspect of the design continuum (design loop).

3.0 Student fully understands the features and functions of robotics.

2.0 Student has basic understanding of robotics and its components.

1.0 Student has basic understanding of robotics with prompted assistance.



8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment

This unit begins with a look at robots in general, followed by an introduction to the EV3 robotics kit. Students then explore the EV3 kit, learn about structural building, and gearing. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction. Students may require visual 3D building instructions in order to create their own robot. Teacher will differentiate lab investigations and class activities according to class ability level. Engineering Design – NGSS

MS-ETS1-1 - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and


49

potential impacts on people and the natural environment that may limit possible solutions.

Students will be introduced to Robotics through a Lego

Mindstorms EV3 presentation

Students will apply the problem-solving process to

technological problems.

Students will develop alternative solutions

Collaboratively work as a member of a design team

Safely use tools, machines, and materials to fabricate a

working prototype.

Synthesize information and contribute toward the team goal,

while constructing a working model safely (modeling &

prototyping )

Apply concepts of force and motion to the results of testing

prototypes

Keep a written log stating the problem, parameters, daily

activities, drawings, modifications, and testing results.

Demonstrate lab safety and organization procedures

Apply mathematics to analyze and explain testing results

Design the prototype solution for aesthetics and function

Research information on the internet related to sources of

energy; how they are used; and various sailing vessels.

Create a basic database for testing results.

Define and distinguish various systems in technology.

Summarize that all systems have a goal in input, a process, an

output, and feedback.

Diagram simple systems


50


Student Tasks/Activities (DQ 2-4) Teacher Tasks (DQ 2-4)


Grades 6th – 8th Students will use the design process to

create & maintain an engineering notebook;

Students will define domain specific

vocabulary;

Students will identify design materials;

Students will understand criteria and

constraints.

Students will work collaboratively in a group setting to solve a problem / design challenge.

Optional: First Lego League Competition / Technology

Student Association Club

6th Grade: Given an introduction to robotics and programming.

Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. Teacher will integrate science, technology, engineering, and math concepts into each design challenge. (Teacher is not limited to these

Desktop PC, Chrome books, iPads LEGO EV3 – Core Kits / Extension Kits / EV3 Software

EV3 Curriculum - Design Engineering Projects

STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643

Supplemental Resources: Lego Mindstorm Tutorial: http://education.lego.com/en-us/

http://education.lego.com/en-us/preschool-and-

school/secondary/mindstorms-education-ev3/instant-

success/introduction

Lego Mindstorms EV3 teacher resources/ Curriculum: http://www.ri.cmu.edu/ https://www.cs2n.org/blog/the-ev3-curriculum-is-available http://www.education.rec.ri.cmu.edu/content/lego/ev3/curricul

um/preview/ http://stemrobotics.cs.pdx.edu/node/291

Books:












51

Be given a design challenge to create and program a simple robot and maintain an engineering notebook (design loop). 7th Grade: Be given a design challenge to create a robot using 2 of the sensors and maintain an engineering notebook (design loop). 8th Grade: Be given a design challenge to create a robot using 3 sensors and maintain an engineering notebook (design loop).

instructional elements) Teacher will provide: Objectives

Vocabulary

Materials Needed

Extension Activities What is a Robot?

Robotics in the World

History of Robotics Kit Overview Parts Exploration Introduction to

Gear Trains

Beginning LEGO MINDSTORMS EV3 – Mark Rollins



LEGO Mindstorms EV3: Build and Program Your Own LEGO

Mindstorms EV3 Robots – Marziah Karch


Maximum LEGO EV3: Bringing Robots with JAVA Brains – Brian

Bagnall






How do robots sense their environment?

Why do humans use robots?

How do robots respond to instructions?

How do robotic components interact to achieve a desired

functionality?

How can movement be classified so that it can be replicated

with robotic design?

How can a robot be designed to navigate around obstacles?

How can a robot made of LEGOs be designed to accomplish a

stated task?

What is Robotics and how does it affect our everyday life?

How are robotic technologies present in today’s society?

How is the field of Robotics changing modern life?

Robotics has affected our world on many levels.

Technological Systems consist of an Input/Process/Output.

Robots can vary in complexity however; they all contain basic elements such as sensors,

controls systems, and central processors.

Robots can be used to conduct a variety of different tasks ranging from simple to dangerous

Robotic technology consists of positive and negative impacts on society, culture and economy

Robots are used to assist humans in performing various tasks.

How to effectively collaborate as a team?

How to design robots for specific activities and scenarios?

How to navigate the design software in an effort to create a robot?

What are the necessary components used in building a robot?

The integration of mechanical engineering and computer science when creating a robot.

How the design process drives innovation(s).


52

What role of mechanical engineering and computer science

play in the creation of Robots?

How important is the Design Process used in creating a Robot

for s specific task?

How does one troubleshoot various unintended (positive &

negative) consequences and maintain a robotic system?

What safety requirements is one expected to uphold in the

robotics laboratory?

How do robots use energy? How is energy transformed?

o Potential/Kinetic – Unified KE/PE

o Energy Losses / Battery Energy

o Energy Conservation / Energy Equations

How does a gear ratio impact robot speed and force?

Robot systems require troubleshooting and maintenance to ensure safe and proper function.

Safety is everyone's responsibility.

Engineering design is an interactive process with a defined cycle of steps.

Robots can be controlled in different ways.

Sensors allow robots to interact with the world.

Energy can be converted from one form to another.

Components of a robot can be changed to produce motion, speed, torque and acceleration.

Design and programming are processes that must consider all the systems within a robot and

the required task.

Failure is an important and valuable part of the engineering process.

Engineers work cooperatively in teams to accomplish a task.


Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- Robotics Test


Content Guide Unit 4: Circuits & Computers Timeframe: sessions 5 Duration: 42 minutes


Scale Description

Understand how Technological products and systems are created through the application and appropriate use of technological resources.

4.0 The student will independently identify 3 or more parts on the EV3 Brick.

3.0 The student will independently identify 2 parts on the EV3 Brick.

2.0 With assistance, the student will identify 1 part on the EV3 Brick.



53



8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment 8.2.8.F1- Explain the impact of resource selection and processing in the development of a common technological product or system. 8.2.8.F.2- Explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate energy sources) and the economy.

This unit delves into some of the underlying technologies of robotics in general, and then explores each within the context of the LEGO MINDSTORMS Education Core Set. Teacher will provide multiple means of representations to discuss various topics. First, electrical circuits are covered followed by exercises using the EV3 as a circuit and demonstrating the function of each of the EV3 sensors in Port View. Second, the topic of computers is covered, including both the history (Moore's Law) and parts of computers. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.

Engineering Design – NGSS MS-ETS1-2- Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-4- Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Students will be able to: Describe the four parts of a circuit Name an example of a circuit Categorize the parts of a given circuit Differentiate between Insulators, Conductors and Semiconductors Name examples of Insulators, Conductors and Semiconductors Describe the LEGO® MINDSTORMS® components that make up the four parts of a

circuit Identify the different ways to power the EV3 Explain the advantages of each power scheme Display the value of a sensor on the EV3 screen Measure the value of a sensor under various test conditions Interpret measured sensor values


54

Describe the function of a transistor Describe the four parts of a computer Categorize a given computer part Distinguish between storage drives and memory chips Distinguish between RAM, ROM and Flash memory chips

Describe the 3 ways Moore’s Law enhances electronic products

Explain examples of Moore’s Law in action

Identify the different parts of the EV3 computer Describe the role of the different types of memory chips in the EV3 computer

List the four steps in the computer chip design process

Explain the extreme environment necessary to make computer chips

Describe how masks are used to create each layer of computer chips





Grades 6th – 8th: Each grade will have their own specific design challenge. Make it Move Circuits and Switches EV3 - The Circuit

Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how

LEGO EV3 – Core Kits / Extension Kits/ EV3 Software

EV3 Curriculum - Design Engineering Projects


Supplemental Resources: Walch.com / Everest Trek / Litemind.com/scamper ROBOTEC Curriculum ROBOTEC Curriculum Index




http://www.education.rec.ri.cmu.edu/previews/robot_c_products/teaching_rc_lego_v2_preview/

http://www.education.rec.ri.cmu.edu/previews/robot_c_products/teaching_rc_lego_v2_preview/index/prodindex.htm#231


55

EV3 - Powering the Brick EV3 - Exploring EV3

Circuits using Port View Introduction to

Computers Moore's Law EV3 - The Computer Creating Computer Chips

6th Grade: Robo-Tracker Robot 7th Grade: Color Tracker Robot 8th Grade: Obstacle Course Challenge

to record and represent knowledge; Teacher will reflect on learning; Teacher will provide resources and guidance. Teacher will integrate science, technology, engineering, and math concepts into each design challenge. (Teacher is not limited to these instructional elements) Teacher will provide: Objectives

Vocabulary

Materials Needed

Prerequisites

Extension Activities

BrainPOP - Robotics History of Robotics Robotics Lab Movie Lego Mindstorm Tutorial: http://education.lego.com/en-us/
















How does the EV3 use sensors to navigate its

environment?

How have computer chips changed the way

technology has advanced?

The design process is a systematic approach to solving problems.

The design process is used for problem solving and manufacturing different inventions.

Reducing, Recycling and Reusing are ways of creating a more positive impact on the environment.









http://www.brainpop.com/technology/scienceandindustry/robots/qanda.weml

http://www.sciencekids.co.nz/sciencefacts/technology/historyofrobotics.html

http://www.ltps.org/webpages/krubinstein/files/robotics%20lab.wmv









56





57

Content Guide Unit 5: Parts of a Robot – Hardware, Software, & Firmware Timeframe: sessions 5 Duration: 42 minutes


Scale Description

Knowledge of: A robot consists of three parts: hardware, software, and firmware.

4.0 The student will independently create a simple and original robot.

3.0 The student will independently create a simple robot.

2.0 With assistance, the student will create a simple robot.




8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

This unit begins with an introduction to concepts of hardware and software through the exploration of microprocessors. Subsequent lessons explore the EV3 specific firmware, hardware and software. Student will build their first robot and learn to program it with the EV3 Brick programming capability. This unit ends with lessons on using the EV3 Trainer (a.k.a. Introduction to Programming; LEGO MINDSTORMS EV3) product from Carnegie Mellon University's Robotics Academy and the EV3-G programming software from the LEGO MINDSTORMS EV3 Education Core Set. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.

Students will be able to: Distinguish microprocessor hardware and software Identify the three main parts of a microprocessor &

identify the role of software in a microprocessor Explain why microprocessor software is very challenging &

distinguish between machine language and higher level programming languages

Distinguish firmware from software & explain the role of the EV3 firmware

Construct a robot from pictorial instructions Construct sensor attachments Write a program using the EV3 Brick.


58

Open/Save EV3-G programs Describe the role of comments in an EV3-G program




Grades 6th – 8th: Each grade will have their own specific design challenge. Make it Smarter Microprocessors EV3 - Firmware EV3 - Hardware (Building a

Tribot) EV3 - Software: On-Brick

Programming EV3 - Using the EV3 Trainer EV3 - Using the

Programming Software

Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how to record and represent knowledge; Teacher will reflect on learning; Teacher will use homework; Teacher will practice skills, strategies, and processes; Teacher will revise knowledge; Teacher will engage students in cognitively complex tasks involving hypothesis generation and testing; Teacher will provide resources and guidance (Teacher is not limited to these instructional elements) Teacher will provide: Objectives



Supplemental Resources: AutoCAD

Google SketchUp

Gear Template Generator

Speed Conversions

NASA Race Car Aerodynamics

Lego Mindstorm Tutorial: http://education.lego.com/en-us/
















http://www.cadstd.com/

http://www.sketchup.com/

http://woodgears.ca/gear_cutting/template.html

http://www.calculateme.com/Speed/index.htm

http://www.nas.nasa.gov/About/Education/Racecar/









59

Vocabulary

Materials Needed

Prerequisites



LEGO Mindstorms EV3: Build and Program Your Own LEGO Mindstorms EV3 Robots –

Marziah Karch







What is the role of a microprocessor?

What is the difference between firmware and

software?

Computers and Robots consist of hardware and software.





60

Content Guide

Unit 6: Robotic Programming Timeframe: sessions 5 Duration: 42 minutes Learning Goal 1 (M1) Scale

Score Scale Description

Understand how programming dictates the robot’s ability to perform specific tasks.

4.0 Student will independently program their robot to successfully complete the assigned task and use advanced features.

3.0 The student will independently program their robot.

2.0 With assistance, the student will program a robot.





This unit begins with students writing their first program in EV3-G with the "Moving Straight" lesson. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.





Grades 6th – 8th: Each grade will have their own specific design challenge.

Teacher will integrate science, technology, engineering, and math

LEGO EV3 – Core Kits /Extension Kits /EV3 Software


Supplemental Resources:



61

Make a System EV3 - "Moving Straight" Students will learn the

basics of the EV3 Software

Students will create a step-by-step documentation of their design process using the EV3 Software.

Students will download building instructions

Students will take pictures of their designs and upload them to the EV3 Software program.

concepts into each design challenge. Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how to record and represent knowledge; Teacher will reflect on learning; Teacher will use homework; Teacher will practice skills, strategies, and processes; Teacher will revise knowledge; Teacher will engage students in cognitively complex tasks involving hypothesis generation and testing; Teacher will provide resources and guidance (Teacher is not limited to these instructional elements) Teacher will provide: Objectives

Vocabulary

Materials Needed

Prerequisites

Getting Started with Scratch

Scratch Project Tutorial

WeDo & Scratch

WeDo & Scratch Reference

WeDo Starter Projects

Inspiration & Themes

Code Flappy Bird Game

Code Academy

Lego Mindstorm Tutorial: http://education.lego.com/en-us/



Lego Mindstorms EV3 teacher resources/ Curriculum:

http://www.ri.cmu.edu/ https://www.cs2n.org/blog/the-ev3-curriculum-is-available http://www.education.rec.ri.cmu.edu/content/lego/ev3/curriculum/preview/ http://stemrobotics.cs.pdx.edu/node/291











http://info.scratch.mit.edu/sites/infoscratch.media.mit.edu/files/file/ScratchGettingStartedv14.pdf

http://scratch.mit.edu/projects/editor/?tip_bar=getStarted

http://info.scratch.mit.edu/WeDo/Tutorial

http://info.scratch.mit.edu/WeDo/Reference

http://info.scratch.mit.edu/WeDo/StarterProjects

http://info.scratch.mit.edu/WeDo/Themes

http://learn.code.org/flappy/1

http://www.codecademy.com/









62





What tabs must be included in order to

make a complete and functional program?

How does the programming of the robot

influence its performance?

Programming requires knowledge of a robot’s components that include hardware and software.

Research and data analysis are essential in choosing an effective design of a technological system.

Effective collaboration skills are essential when working in a team setting.

Documenting ones observations and results in a journal are important to the development cycle.





63

Content Guide Unit 7: Robotic Building Techniques Timeframe: sessions 5 Duration: 42 minutes


Scale Description

How to build a Robot using different building techniques such as; information-literacy skills, research, data analysis, and prediction.

4.0 Student uses 2 or more types of building techniques into their robot design.

3.0 Student independently uses one type of building technique in their robotic design.

2.0 With assistance, student incorporates one type of building technique in their robotic design.




8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment 8.2.8.D.1- Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United States and/or other countries.

This unit begins with an introduction to the Switch block, which enables the EV3 to make decisions. When combined into a Switch Loop this creates abilities like obstacles detection and line following. This is followed by advanced concepts on multitasking and reusable code to create more sophisticated programs. All these new skills are then applied to the culminating Sumo-Bot Engineering Challenge. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.

Student will be able to:

Write an EV3-G program for a robot to avoid obstacles

Control the response of a robot through a sensor-controlled Switch-Loop

Explain the key attributes of an EV3-G Switch-Loop

Write an EV3-G program for a robot to immediately test for obstacles and

perform actions based on this test.

Explain the key attributes of an EV3-G SwitchLoop

Write an EV3-G program for a robot to follow a line


64

Optimize the line following behavior of a robot for a given set of conditions

Explain the tradeoffs in Line Follower optimization

Create a My Block from a section of an EV3-G program

Use one or more My Blocks in complex EV3-G program

Manipulate the Custom Palette to manage My Blocks

Create a flow chart for a nested-loop behavior

Explain the deliverables of the Engineering Process




Grades 6th – 8th: Each grade will have their own specific design challenge. EV3 - "Switches" EV3 - "SwitchLoops" EV3 - "Line Follower" EV3 - Multitasking EV3 - "My Blocks" EV3 - Advanced Flow

Charts EV3 - Engineering

Challenge: SumoBots

Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how to record and represent knowledge; Teacher will reflect on learning; Teacher will use homework; Teacher will engage students in cognitively complex tasks involving hypothesis generation and testing; Teacher will provide resources and guidance (Teacher is not limited to these instructional elements) Teacher will provide: Objectives

LEGO EV3 – Core Kits /Extension Kits/ EV3 Software





Lego Mindstorms EV3 teacher resources/ Curriculum: http://www.ri.cmu.edu/ https://www.cs2n.org/blog/the-ev3-curriculum-is-available http://www.education.rec.ri.cmu.edu/content/lego/ev3/curriculum/preview

/ http://stemrobotics.cs.pdx.edu/node/291



























65

Vocabulary

Materials Needed

Prerequisites






Why are human-designed systems, products,

and environments in constant need of

monitor, maintenance and improvement?

What is the purpose of a subsystem that

operates as part of a system?

The designed world is the product of a design process that provides the means to convert resources into products and systems.

Optimizing performance of a product should be done with careful consideration of data analysis, constraints, and detailed documentation.





66

Content Guide Unit 8: Moving & Turning Timeframe: sessions 5 Duration: 42 minutes


Scale Description

Understanding that moving and turning a robot consists of precise and accurate planning/programming.

4.0 Student will independently program their robot to perform complex turns and motions.

3.0 Student will independently program their robot to perform turns and motions.

2.0 With assistance, student can program their robot to perform turns and motions.





The "How Far?" and "How Fast?" lessons emphasize some of the math and science concepts behind moving straight ahead. Students then learn to use the Color sensor and explore gears so they are equipped to learn the Engineering Process and tackle their first Engineering Challenge, the Color-Activated Robo-Dragster. This unit also challenges students on maneuvering a robot through different types of turns. Teacher will differentiate lab investigations and class activities according to class ability level.

Engineering Design – NGSS MS-ETS1-3- Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success

Students will be able to: Write an EV3-G program for a robot to move straight Control the straight movement of a robot through the EV3-G Move block

parameters Predict the distance a robot will travel based on the size of its wheel Calculate how many rotations/degrees are required to travel a given

distance Write a EV3-G program for a robot to maneuver with turns


67

Write an EV3-G program for a robot to turn in place

Write an EV3-G program for a robot to maneuver with swinging wide turns

Write an EV3-G program for a robot to respond to the Gyro Sensor





Grades 6th – 8th How Far? How Fast? EV3 - "Move until Color" EV3 - Getting in Gear EV3 - Engineering

Challenge: Color-Activated Robo-Dragster

EV3 - "Turning" EV3 - "Turn for Angle" EV3 - Pseudocode EV3 - Introduction to

Flowcharts EV3 - Engineering

Challenge: Robo-Tagger

Each grade will have

their own specific design

challenge.

Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how to record and represent knowledge; Teacher will reflect on learning; Teacher will use homework; Teacher will practice skills, strategies, and processes; Teacher will revise knowledge; (Teacher is not limited to these instructional elements)






Lego Mindstorms EV3 teacher resources/ Curriculum:

http://www.ri.cmu.edu/ https://www.cs2n.org/blog/the-ev3-curriculum-is-available http://www.education.rec.ri.cmu.edu/content/lego/ev3/curriculum/preview/ http://stemrobotics.cs.pdx.edu/node/291































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Teacher will provide: Objectives

Vocabulary

Materials Needed

Prerequisites






How does the EV3 use sensors to move?

Why do you need to use parameters when

programming your robot?

How is planning and organization

necessary to successfully construct and

program a robot?

How can a flow chart assist in the

development of a configuration panel?

Sensors are chosen carefully depending on the task the robot needs to complete.

Flowcharts are used to organize the robots program into comprehensive segments.





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Content Guide Unit 9: Communication & Collaboration Design Challenges Timeframe: sessions 5 Duration: 42 minutes


Scale Description

Understand how to apply digital tools to facilitate local and global communication and collaboration in designing products and systems. The students will use the design process to create and program a robot.

4.0 The student will independently document the design process of a robot using advanced features.

3.0 The student will independently document the design process of a robot.

2.0 With assistance, the student will document the design process for their particular robot.




8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment 8.2.8.E.1- Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.

This unit begins with a Technology lesson on Digital Information, followed by lessons and challenges involving the touch, ultrasonic, Gyro, IR beacon sensors. Students then learn to write programs with infinite and controlled loops. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.

Students will be able to:

Coordinate the design of Zoo exhibits with classmates

Research the physical characteristics and behavior of a selected animal

Design a robot that will mimic the physical characteristics of a selected animal

Write an EV3-G program that will mimic the behavior of a selected animal

Upload, examine, analyze and manipulate data to an EV3 Experiment


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Understand data logging, and how it can improve the quality and convenience of collecting

data for a variety of scientific experiments.





Grades 6th – 8th: Each grade will have their own specific design challenge. Digital Information EV3 - "Move until Touch" EV3 - "Move until Near" EV3 - "Loops" EV3 - Challenge: The

Robo-Zoo

Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Teacher will identifying critical information; Teacher will revise knowledge; Teacher will organize students for cognitively complex tasks; Teacher will engage students in cognitively complex tasks involving hypothesis generation and testing (Teacher is not limited to these instructional elements)

LEGO EV3 – Core Kits / Extension Kits / EV3 Software



























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Teacher will provide: Objectives

Vocabulary

Materials Needed

Prerequisites








How are specific “parts” essential to the

functioning of a robot?

How do materials available dictate the extent

to which one can create a product?

What is the difference between binary and

decimal systems?

What is the difference between analog and

digital devices?

Technological products and systems are created through the application and appropriate use of technological resources.

The students will use the design process to create and program a robot.





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Appendix A


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2009 New Jersey Core Curriculum Content Standards - Technology Content Area Technology

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

Strand A. Technology Operations and Concepts

By the end of grade

Content Statement CPI# Cumulative Progress Indicator (CPI)

8 The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

8.1.8.A.2 Plan and create a simple database, define fields, input data, and produce a report using sort and query.

8.1.8.A.3 Create a multimedia presentation including sound and images.

8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information.

8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

Content Area Technology


Strand B. Creativity and Innovation

By the end of grade


8 The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).


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Strand C. Communication and Collaboration

By the end of grade


8 Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

8.1.8.C.1 Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.



Strand D. Digital Citizenship

By the end of grade


8 Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

8.1.8.D.2 Summarize the application of fair use and Creative Commons guidelines.

8.1.8.D.3 Demonstrate how information on a controversial issue may be biased.



Strand E. Research and Information Literacy

By the end of grade


8 Effective use of digital tools assists in gathering and managing information.

8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.



Strand F. Critical Thinking, Problem Solving, and Decision-Making

By the end of grade



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8 Information accessed through the use of digital tools assists in generating solutions and making decisions.

8.1.8.F.1 Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.


Standard 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

Strand A. Nature of Technology: Creativity and Innovation

By the end of grade


8 Technology products and systems impact every aspect of the world in which we live.

8.2.8.A.1 Explain the impact of globalization on the development of a technological system over time.



Strand B. Design: Critical Thinking, Problem Solving, and Decision-Making

By the end of grade


8 The design process is a systematic approach to solving problems.

8.2.8.B.1 Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints.

8.2.8.B.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation.

8.2.8.B.3 Solve a science-based design challenge and build a prototype using science and math principles throughout the design process.



Strand C. Technological Citizenship, Ethics, and Society

By the end of grade


8 Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

8.2.8.C.1 Explain the need for patents and the process of registering one.

8.2.8.C.2 Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich presentation.


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Strand D. Research and Information Fluency

By the end of grade


8 Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

8.2.8.D.1 Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United States and/or other countries.



Strand E. Communication and Collaboration

By the end of grade


8 Digital tools facilitate local and global communication and collaboration in designing products and systems.

8.2.8.E.1 Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.



Strand F. Resources for a Technological World

By the end of grade


8 Technological products and systems are created through the application and appropriate use of technological resources.

8.2.8.F.1 Explain the impact of resource selection and processing in the development of a common technological product or system.

8.2.8.F.2 Explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate energy sources) and the economy.




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Strand G. The Designed World

By the end of grade


8 The designed world is the product of a design process that provides the means to convert resources into products and systems.

8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.

8.2.8.G.2 Explain the interdependence of a subsystem that operates as part of a system.

Appendix B


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