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FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: Technology Education: STEM Robotics

Course Codes: 8610

Grade: 8

Board of Education Adoption Date: June 22, 2015

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Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mrs. Annette Jordan

Mr. James Keelan

Mrs. Maureen MacCutcheon

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Cheryl Romano, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Supervisor of Assessment & Technology

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

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Joanna Papadopoulos, Technology Education Teacher - Freehold Intermediate School

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Freehold Borough School District

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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Freehold Borough School District

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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Table of Contents

Unit/Section Page

Educational Outcomes 1

Core Materials 2

Pacing Guide 3

2014 New Jersey Core Curriculum Content

Standards - Technology

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Unit 1: Introduction to Technology Education 18

Unit 2: The Designed World 23

Unit 3: Design: EV3 Robotics 35

Unit 4: Computational Thinking: Robotics 47

Unit 5: Design: 3D Printing 54

Unit 6: Technology Operations and Concepts:

Review for 8.1 Technology Literacy

Assessment (NJ-TAP-IN)

65

1

Educational Outcome Goals/Course Overview

Course Description

This course is designed to introduce the students to the foundation of technology education as

it is aligned to the NJCCS and NGSS. 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

NJCCC 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.

NJCCC 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.

Next Generation Science Standards - Middle School - ETS1 Engineering Design

All students will engage in each of the following Science / Engineering practices.

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

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Core Materials

Textbooks / Materials

● Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe

(optional)

● Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W

Publisher (optional)

● Engineering Design: An Introduction, ISBN:1418062413 (optional)

● Design and Problem Solving in Technology, ISBN: 0827352468 (optional)

Educational Products:

Ev3 Core Set & Expansion Kits

MakerBot Replicator Mini – 3D Printer

Filament Cartridge Spools for 3D Printer

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, Windows

Movie Maker

iPad Applications:

LEGO MINDSTORMS 3D Builder, LEGO MINDSTORMS Robot Commander,

Flipagram, EV3 Programming, Tinkerplay, Makers Empire, Zotebook, Makerware for

Digitizer, Makerbot Desktop, and MakerBot PrintShop

Assessments:

Benchmark Assessments

Technology Literacy Assessment (NJTAP-IN) (Learning.com Technology Assessment)

8th Grade - Pacing Guide

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Unit Anticipated Timeframe

1 Introduction to Technology Education 3 Days

2 The Designed World 2 Weeks (~10 Days)

3 (8.2.C) Design: EV3 Robotics 2 weeks (~10 days)

4 (8.2.E) Computational Thinking:

Programming

1 week (~5 days)

5 (8.2.C) Design: 3D Printing 2 weeks (~10 days)

6 Review of 8.1 for Technology Literacy

Assessment NJ-TAP-IN

1 week (~ 5 days)

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2014 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 collaborate and to create and

communicate knowledge.

Strand A. Technology Operations and Concepts: Students demonstrate a

sound understanding of technology concepts, systems and

operations.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

6-8 Understand and use

technology systems.

8.1.8.A.1 Demonstrate knowledge of a real

world problem using digital tools.

Select and use

applications effectively

and productively.

8.1.8.A.2 Create a document (e.g. newsletter,

reports, personalized learning plan,

business letters or flyers) using one

or more digital applications to be

critiqued by professionals for

usability.

8.1.8.A.3 Use and/or develop a simulation

that provides an environment to

solve a real world problem or

theory.

8.1.8.A.4 Graph and calculate data within a

spreadsheet and present a summary

of the results

8.1.8.A.5 Create a database query, sort and

create a report and describe the

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process, and explain the report

results.






Strand B. Creativity and Innovation: Students demonstrate creative

thinking, construct knowledge and develop innovative products and

process using technology.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

6-8

Apply existing

knowledge to generate

new ideas, products, or

processes.

Create original works

as a means of personal

or group expression.

8.1.8.B.1 Synthesize and publish information

about a local or global issue or event

(ex. telecollaborative project, blog,

school web).






Strand C. Communication and Collaboration: Students use digital media

and environments to communicate and work collaboratively,

including at a distance, to support individual learning and

contribute to the learning of others.

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Grade

Level

bands

Content Statement

Indicator Indicator

6-8 Interact, collaborate,

and publish with peers,

experts, or others by

employing a variety of

digital environments

and media.

Communicate

information and ideas

to multiple audiences

using a variety of

media and formats.

Develop cultural

understanding and

global awareness by

engaging with learners

of other cultures.

Contribute to project

teams to produce

original works or solve

problems.

8.1.8.C.1 Collaborate to develop and publish

work that provides perspectives on

a global problem for discussions

with learners from other countries.






Strand D. Digital Citizenship: Students understand human, cultural, and

societal issues related to technology and practice legal and ethical

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behavior.

Grade

Level

bands

Content Statement

Advocate and practice

safe, legal, and

responsible use of

information and

technology.

Indicator Indicator

6-8 8.1.8.D.1 Understand and model appropriate

online behaviors related to cyber

safety, cyber bullying, cyber

security, and cyber ethics including

appropriate use of social media.

Demonstrate personal

responsibility for

lifelong learning.

8.1.8.D.2 Demonstrate the application of

appropriate citations to digital

content.

8.1.8.D.3 Demonstrate an understanding of

fair use and Creative Commons to

intellectual property.

Exhibit leadership for

digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy

of digital content.

8.1.8.D.5 Understand appropriate uses for

social media and the negative

consequences of misuse.

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Strand E: Research and Information Fluency: Students apply digital tools

to gather, evaluate, and use information.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

6-8 Plan strategies to guide

inquiry.

Locate, organize,

analyze, evaluate,

synthesize, and

ethically use

information from a

variety of sources and

media.

Evaluate and select

information sources

and digital tools based

on the appropriateness

for specific tasks.

Process data and

report results.

8.1.8.E.1 Effectively use a variety of search

tools and filters in professional

public databases to find information

to solve a real world problem.





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Strand F: Critical thinking, problem solving, and decision making:

Students use critical thinking skills to plan and conduct research,

manage projects, solve problems, and make informed decisions

using appropriate digital tools and resources.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

6-8 Identify and define

authentic problems

and significant

questions for

investigation.

Plan and manage

activities to develop a

solution or complete a

project.

Collect and analyze

data to identify

solutions and/or make

informed decisions.

Use multiple processes

and diverse

perspectives to explore

alternative solutions.

8.1.8.F.1 Explore a local issue, by using

digital tools to collect and analyze

data to identify a solution and make

an informed decision.

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2014 New Jersey Core Curriculum Content Standards - Technology

Content

Area

Technology

Standard 8.2 Technology Education, Engineering, Design, and Computational

Thinking - Programming:

All students will develop an understanding of the nature and impact of

technology, engineering, technological design, computational thinking

and the designed world as they relate to the individual, global society,

and the environment.

Strand A. The Nature of Technology: Creativity and Innovation Technology

systems impact every aspect of the world in which we live.

Grade

Level

bands

Content

Statement

Students will

be able to

understand:

Indic

ator

Indicator

6-8 The

characteristi

cs and scope

of

technology.

8.2.8.

A.1

Research a product that was designed for a

specific demand and identify how the product

has changed to meet new demands (i.e. telephone

for communication - smart phone for mobility

needs).

The core

concepts of

technology.

8.2.8.

A.2

Examine a system, consider how each part

relates to other parts, and discuss a part to

redesign to improve the system.

8.2.8.

A.3

Investigate a malfunction in any part of a system

and identify its impacts.

The

relationships

among

8.2.8.

A.4

Redesign an existing product that impacts the

environment to lessen its impact(s) on the

environment.

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technologies

and the

connections

between

technology

and other

fields of

study.

8.2.8.

A.5

Describe how resources such as material, energy,

information, time, tools, people, and capital

contribute to a technological product or system.

Content

Area

Technology







Strand B. Technology and Society: Knowledge and understanding of human,

cultural and society values are fundamental when designing technology

systems and products in the global society.

Grade

Level

bands

Content

Statement

Students will

be able to

understand:

Indicator Indicator

6-8 The cultural,

social,

economic and

political

effects of

technology.

8.2.8.B.1 Evaluate the history and impact of

sustainability on the development of a

designed product or system over time and

present results to peers.

8.2.8.B.2 Identify the desired and undesired

consequences from the use of a product or

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system.

The effects of

technology on

the

environment.

8.2.8.B.3 Research and analyze the ethical issues of a

product or system on the environment and

report findings for review by peers and /or

experts.

8.2.8.B.4 Research examples of how humans can

devise technologies to reduce the negative

consequences of other technologies and

present your findings.

The role of

society in the

development

and use of

technology.

8.2.8.B.5 Identify new technologies resulting from

the demands, values, and interests of

individuals, businesses, industries and

societies.

8.2.8.B.6 Compare and contrast the different types

of intellectual property including

copyrights, patents and trademarks.

The influence

of technology

on history.

8.2.8.B.7 Analyze the historical impact of waste and

demonstrate how a product is upcycled,

reused or remanufactured into a new

product.

Content

Area

Technology






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Strand C. Design: The design process is a systematic approach to solving

problems.

Grade

Level

bands

Content

Statement

Students will

be able to

understand:

Indicator Indicator

6-8 The attributes

of design.

8.2.8.C.1 Explain how different teams/groups can

contribute to the overall design of a

product.

8.2.8.C.2 Explain the need for optimization in a

design process.

8.2.8.C.3 Evaluate the function, value, and aesthetics

of a technological product or system, from

the perspective of the user and the

producer.

The

application of

engineering

design.

8.2.8.C.4 Identify the steps in the design process that

would be used to solve a designated

problem.

8.2.8.C.5 Explain the interdependence of a

subsystem that operates as part of a

system.

Create a technical sketch of a product with

materials and measurements labeled.

The role of

troubleshootin

8.2.8.C.6 Collaborate to examine a malfunctioning

system and identify the step-by-step

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g, research

and

development,

invention and

innovation

and

experimentati

on in problem

solving.

process used to troubleshoot, evaluate and

test options to repair the product,

presenting the better solution.

8.2.8.C.7 Collaborate with peers and experts in the

field to research and develop a product

using the design process, data analysis and

trends, and maintain a design log with

annotated sketches to record the

developmental cycle.

8.2.8.C.8 Develop a proposal for a chosen solution

that include models (physical, graphical or

mathematical) to communicate the solution

to peers.

Content

Area

Technology







Strand D. Abilities for a Technological World: The designed world is the

product of a design process that provides the means to convert resources

into products and systems.

Grade

Level

bands

Content

Statement

Students will

understand

how to:

Indicator Indicator

6-8 Apply the 8.2.8.D.1 Design and create a product that addresses

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design

process.

a real world problem using a design

process under specific constraints.

8.2.8.D.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, design portfolio

or engineering notebook.

8.2.8.D.3 Build a prototype that meets a STEM-

based design challenge using science,

engineering, and math principles that

validate a solution.

Use and

maintain

technological

products and

systems.

8.2.8.D.4 Research and publish the steps for using

and maintaining a product or system and

incorporate diagrams or images

throughout to enhance user

comprehension.

Assess the

impact of

products and

systems.

8.2.8.D.5 Explain the impact of resource selection

and the production process in the

development of a common or technological

product or system.

8.2.8.D.6 Identify and 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.

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Content

Area

Technology







Strand E. Computational Thinking: Programming: Computational thinking

builds and enhances problem solving, allowing students to move beyond

using knowledge to creating knowledge.

Grade

Level

bands

Content

Statement

Students will

be able to

understand:

Indicator Indicator

6-8 Computationa

l thinking and

computer

programming

as tools used

in design and

engineering.

8.2.8.E.1 Identify ways computers are used that

have had an impact across the range of

human activity and within different

careers where they are used.

8.2.8.E.2 Demonstrate an understanding of the

relationship between hardware and

software.

8.2.8.E.3 Develop an algorithm to solve an assigned

problem using a specified set of commands

and use peer review to critique the

solution.

8.2.8.E.4 Use appropriate terms in conversation

(e.g., programming, language, data, RAM,

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ROM, Boolean logic terms).

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Unit Plan Title

Introduction to Technology Education

Suggested Time Frame ~ 3 Days

Overview / Rationale

What is this unit about? What will students be able to independently use their learning to do?

The students will understand the nature of technology and discuss its importance on society. The students will also be introduced

to classroom routines and procedures.

Stage 1 – Desired Results

Established Goals: Standards to be covered…

● 8.1.8.A.1- Demonstrate knowledge of a real world problem using digital tools.

Enduring Understandings:

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.

Essential Questions:

What are the classroom routines and procedures for

this class?

How can I transfer what I know to new

technological situations or experiences?

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Knowledge: Students will know…

● How to use digital tools to complete a task

● How to navigate the classroom, understand daily learning

goals / objectives

● How to organize one’s self for success

Skills: Students will be able to…

● Use digital tools to complete a task

● Use digital tools to complete a task

● Navigate the classroom, understand daily learning

goals / objectives

● Organize one’s self for success

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy E CRP1. Act as a responsible and contributing citizen and

employee.

Income and Careers ETA CRP2. Apply appropriate academic and technical skills.

Money Management CRP3. Attend to personal health and financial well-being.

Credit and Debt Management E CRP4. Communicate clearly and effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts

of decisions.

Becoming a Critical Consumer CRP6. Demonstrate creativity and innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable research strategies.

Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and

persevere in solving them.

9.2 Career Awareness, Exploration, and

Preparation

E CRP9. Model integrity, ethical leadership and effective

management.

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Career Awareness CRP10. Plan education and career paths aligned to personal goals.

Career Exploration CRP11. Use technology to enhance productivity.

Career Preparation CRP12. Work productively in teams while using cultural global

competence.

Interdisciplinary Connections

Other standards covered:

National Educational Technology Standards for Students (NETS-S)

1. Basic Operations and Concepts Students:

a. demonstrate a sound understanding of the nature and operation of technology systems.

b. are proficient in the use of technology.

Student Resources

Primary Source

Readings

Not applicable

Secondary Source

Readings

Not applicable

Supporting Text pages Not applicable

Teacher Resources

Texts: Not applicable

Supplemental Workbooks: Not applicable

Websites:

Google Classroom: classroom.google.com

Worksheets:

Technology Education Welcome Packet / Syllabus

Student Interest Inventory

Videos: Not applicable

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Stage 2 – Assessment Evidence

Performance Task(s):


Homework: Typing.com > Beginner Course Lessons

Other Evidence:


Typing Test

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Daily Sequence Standard Lesson Objective & Learning Activity

Day 1 8.1.8.A.1

Objective: Students will be introduced to technology education and the

nature of technology.

Activity: Students will model the classroom procedures and routines as

well as be provided with a username and password for the schools

computers, Google Classroom and the Typing.com website.

Day 2 8.1.8.A.1

Objective: Students will become familiar with the basics of using a

computer interface.

Activity: Students will practice using Google Classroom as well as login

into a computer and the Typing.com website.

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Day 3 8.1.8.A.1

Objective: Students will explore the nature of technology and how it has

advanced throughout history.

Activity: Students will complete guided notes for the History of Robotics,

3D Printing, Computers, etc.

*Teacher is not limited to these lessons/activities.

Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide

individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer

grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating

content

English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative

learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles

for videos

Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific

questions; scaffolding; targeted support

Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary

assignments; independent practice; extension activities

D indicates differentiation at the lesson level

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Unit Plan Title The Designed World

Suggested Time Frame 2 Weeks (~10 days)



The designed world consists of seven unique areas of technology. Information gathering and synthesis is crucial in the

development of technology. Technology has social, economical, and environmental impacts on our lives. Technology has strong

connections to all subject areas, especially science and math. Technological development utilizes system to produce either a

product or a more advanced system. There are four possible impacts that a technological product or system has on our lives.


Established Goals:

Standards to be covered…

● 8.2.8.A.5 - Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a

technological product or system.


Technology is the study of the human designed world. The design

process is a series of steps taken in order to create a product or

solve a problem. Technology has social, economical and

environmental impacts on our lives. Information gathering and


L1- What makes one media message more effective than

another? What are some methods used to share design

ideas? What is the importance of technical research in the

development of new technological products and systems?

24

synthesis is crucial in the development of technology. What are the legal and ethical consequences of claiming

someone ideas or designs?

L2- How do humans rely on technology in today’s society?

How has technology evolved throughout human history?

How do science and math play a role in the various fields of

technology? What impact does technology have on other

subject areas? Why is it important to take these impacts into

account before designing a technological product or

system?

L3- What are the safety concerns to be considered when

working in a lab setting in school or on the job? Why is

feedback so important in a technological system? What are

the crucial technological systems that help society function

on a daily basis? What areas of technology are closely

related to one another? How can technological products or

systems reside within multiple areas? How has material

science impacted construction techniques and material

selection? How do the various manufacturing methods

differ from one another? What is the importance of

technical research in the development of new technological

products and systems? How do activities such as “reverse

engineering,” aid in the development of new technological

products and systems? How has original technologies

developed into alternative products “spin-offs”? How has

society tried to fix the environmental impacts technology

has had on the planet? How does capital influence the final

25

design of a product or system?

L4- How do science and math play a role in the various

fields of technology? What impact does technology have on

other subject areas? What areas of technology are closely

related to one another? How can technological products or

systems reside within multiple areas? What are the basic

components of a technological system? Why is feedback so

important in a technological system? What are the crucial

technological systems that help society function on a daily

basis?

L5- How has transportation made our world seem smaller?

How do humans rely on technology in today’s society?

How has technology evolved throughout human history?

How has technology helped to extent human capabilities

throughout history? What are the four possible impacts that

a technological system of product can have on society?

Why is it important to take these impacts into account

before designing a technological product or system? What

are some examples of historical unexpected outcomes in

technology?



other subject areas? How has the field of biology been

combined with traditional agricultural methods to create

new technologies? What are the basic components of a

technological system? Why is feedback so important in a

26

technological system? What are the crucial technological

systems that help society function on a daily basis? How do

humans rely on technology in today’s society? How has

technology helped to extent human capabilities throughout

history?



other subject areas? What is the importance of medical

technology on the lives of humans? How do humans rely on

technology in today’s society? How has technology helped

to extent human capabilities throughout history?

L8 &9 - What are the safety concerns to be considered

when working in a lab setting in school or on the job? What

protection can be used in a laboratory environment? What

characteristics are essential to a functional team? What are

the benefits of working in a team environment as opposed to

individually? Why is personal responsibility a crucial

element of a team member? What is the importance of

technical research in the development of new technological

products and systems? How do activities such as “reverse

engineering,” aid in the development of new technological

products and systems? What are the legal and ethical

consequences of claiming someone ideas or designs?

L10- What are the major steps of the design process? How

does the design process help to produce more successful

technologies? What is the importance of technical research

27

in the development of new technological products and

systems? How do activities such as “reverse engineering,”

aid in the development of new technological products and

systems? What are the legal and ethical consequences of

claiming someone ideas or designs?

Knowledge:

Students will know…

How to identify the basic elements of design and how they

are used in areas such as: graphic design, product design

and architecture.

How to identify and describe the resources that are

specific to construction technology.

How to identify the various methods in the manufacturing

of a product or system.

How to describe the importance of renewable resources

and clean energy.

How to list and explain the various modes of

transportation throughout history.

How to explain the various methods of food production

and describe the advancements in agricultural

technologies throughout history.

How to explain the various methods of medicine

Skills:

Students will be able to…

● Identify the basic elements of design and how they

are used in areas such as: graphic design, product

design and architecture.

● Identify and describe the resources that are specific

to construction technology.

● Identify the various methods in the manufacturing of

a product or system.

● Describe the importance of renewable resources and

clean energy.

● List and explain the various modes of transportation

throughout history.

● Explain the various methods of food production and

describe the advancements in agricultural

technologies throughout history.

● Explain the various methods of medicine production

throughout history.

● List and explain the various technological career

fields, research programs of study and gather

information about a career.

28

production throughout history.

How to list and explain the various technological career

fields, research programs of study and gather information

about a career.

How to explain the various steps of the engineering design

process.

● Explain the various steps of the engineering design

process. The students will be able to list and explain

the various steps of the engineering design process.

● Explain and demonstrate the various sketching

techniques that can be used in the engineering

design process. (optional)

● Reverse engineer a real world product and analyze it

for design elements and flaws. (optional)

● Describe the impact of the design engineering

process on a product or system.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and

employee.

X Income and Careers ETA CRP2. Apply appropriate academic and technical skills.


Credit and Debt Management ET CRP4. Communicate clearly and effectively and with reason.

29

Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts

of decisions.

X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.

Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies.

Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and



Preparation

ETA CRP9. Model integrity, ethical leadership and effective

management.

X Career Awareness ETA CRP10. Plan education and career paths aligned to personal goals.

X Career Exploration ETA CRP11. Use technology to enhance productivity.

X Career Preparation E CRP12. Work productively in teams while using cultural global

competence.



Standards for Technological Literacy Content Standards

The Designed World

● Standard 14. Students will develop an understanding of and be able to select and use medical technologies.

● Standard 15. Students will develop an understanding of and be able to select and use agricultural and related

biotechnologies.

● Standard 16. Students will develop an understanding of and be able to select and use energy and power technologies.

30

● Standard 17. Students will develop an understanding of and be able to select and use information and communication

technologies.

● Standard 18. Students will develop an understanding of and be able to select and use transportation technologies.

● Standard 19. Students will develop an understanding of and be able to select and use manufacturing technologies.

● Standard 20. Students will develop an understanding of and be able to select and use construction technologies.

Student Resources

Primary Source

Readings

Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe

Secondary Source

Readings

Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher

Supporting Text pages Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher -

Student Workbook

Teacher Resources

Texts:

● Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe

● Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher

● Engineering Design: An Introduction, ISBN:1418062413

● Design and Problem Solving in Technology, ISBN: 0827352468

Supplemental Workbooks: Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher -

31

Student Workbook

Websites:

● www.tsaweb.org

● Elements and Principles of Design - http://www.digital-web.com/articles/principles_of_design

● http://www.wiu.edu/art/courses/design/elements.htm

● http://ficml.org/jemimap/style/color/wheel.html

● http://www.greatbuildings.com/types.html

Worksheets:

● Teacher Created* Design Loop http://www.technologystudent.com/PDF4/despro_concise1.pdf

Videos:

● Food Inc. http://www.youtube.com/watch?v=acmysuOkG0Q



Research Projects

Lesson Activities / Projects/ Design Briefs

Other Evidence:

Pre-Assessments, Formative Assessments, Summative

Assessments

● Quizzes and Tests

● Worksheets

● Project Assessment

● Article Summaries

● Engineering Notebook Assessments

http://www.tsaweb.org/

http://www.digital-web.com/articles/principles_of_design

http://ficml.org/jemimap/style/color/wheel.html

http://www.greatbuildings.com/types.html

http://www.technologystudent.com/PDF4/despro_concise1.pdf

http://www.youtube.com/watch?v=acmysuOkG0Q

32

● Responses to Discussion Questions

● TSA Rubrics- optional

● Unit Test


Instructional

Strategies

Descriptions

Suggested

Learning

Activities


Day 1

Information &

Communication

Technologies

8.2.8.A.5

STL-17

Objective: To identify the basic elements of design and how they are

used in areas such as: graphic design, product design and architecture.

Activity: Students will research a famous landmark/monument and

describe the elements of design used in its fabrication.

Day 2

Construction

Technology

8.2.8.A.5

STL-20

Objective: identify and describe the resources that are specific to

construction technology.

Activity: Students will design and construct a model house, bridge or

other structure (using paper).

Day 3

Manufacturing

Technology

8.2.8.A.5

STL-19

Objective: To identify the various methods in the manufacturing of a

product or system.

Activity: Car assembly line drawing activity (5 students per row) Get a

car outline and each students needs to draw an essential element of the

33

vehicle and time their assembly line.

Day 4

Energy & Power

Technologies

8.2.8.A.5

STL-16

Objective: To describe the importance of renewable resources and

clean energy.

Activity: Build a circuit or design a reusable flashlight.

Day 5

Transportation

Technology

8.2.8.A.5

STL-18

Objective: To list and explain the various modes of transportation

throughout history.

Activity: Construct a solar powered, mouse trap car, rubber band plane,

wind powered, water powered vehicle.

Day 6

Biotechnology

and Agriculture

8.2.8.A.5

STL-15

Objective: To explain the various methods of food production and

describe the advancements in agricultural technologies throughout

history.

Activity: Make a hydroponic system using a water bottle.

Day 7

Medical

Technology

8.2.8.A.5

STL-14

Objective: To explain the various methods of medicine production

throughout history.

Activity: Disease prevention activity (food colored water, cups and

pipettes)

Day 8

Careers in

Technology

8.2.8.A.5

9.2

Objective: To list and explain the various technological career fields,

research programs of study and gather information about a career.

Activity: Research various careers in STEM or Technology fields and

make a poster related to your career.

34

Day 9

Careers in

Technology

8.2.8.A.5

9.2

Objective: To list and explain the various technological career fields,

research programs of study and gather information about a career.

Activity: Museum walk and present their career option.

Day 10

Engineering

Design Process

8.2.8.A.5

Objective: To explain the various steps of the engineering design

process. The students will be able to list and explain the various steps of

the engineering design process.

Activity: Design a disposable / portable homeless shelter (depending on

the location of choice).

* Teacher is not limited to these suggested activities.


individual & small group help; notes, and study guides; provide background knowledge; flexible grouping;

peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking;

differentiating content

English Language Learners: use consistent, simplified language; provide bilingual partner; provide

cooperative learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the

content; subtitles for videos

Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating

specific questions; scaffolding; targeted support

Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or

complementary assignments; independent practice; extension activities


35

Unit Plan Title Design: EV3 Robotics

Suggested Time Frame 2 weeks (~10 days)



The design process is a systematic approach to solving problems. The students will be able to understand the attributes of design.

The students will be able to understand the application of engineering design. The students will also be able to understand the

role of troubleshooting, research and development, invention and innovation and experimentation in problem solving. The

students will use the Lego Mindstorms EV3’s to construct a robot using the design process.


Established Goals:


● 8.2.8.C.1- Explain how different teams/groups can contribute to the overall design of a product.

● 8.2.8.C.2- Explain the need for optimization in a design process.

● 8.2.8.C.3- Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the

user and the producer.

● 8.2.8.C.4- Identify the steps in the design process that would be used to solve a designated problem..

● 8.2.8.C.5- Explain the interdependence of a subsystem that operates as part of a system.

36

○ Create a technical sketch of a product with materials and measurements labeled.

● 8.2.8.C.6-Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot,

evaluate and test options to repair the product, presenting the better solution.

● 8.2.8.C.7- Collaborate with peers and experts in the field to research and develop a product using the design process, data

analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle.

● 8.2.8.C.8- Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to

communicate the solution to peers.


Identify roles robotics has in manufacturing.

Explain the type of energy transfer in their robot.

Explain how robots have changed how products are

manufactured.

Apply an understanding of modern manufacturing to design and

build a product.


What steps do manufacturers take to design and build a

product?

What role does robotics have in manufacturing?

How have robotics changed how products are

manufactured?

How is energy transferred between objects or systems?

Knowledge:


● How to write descriptions of their group discussions,

working procedures, observations, results, and reflections;

● How to record their data in table or graph form;

● How to post audio recordings of their work in progress,

discussions, and robot behavior;

● How to insert their own pages;

● How to add images and videos of their robot in action;

Skills:


● Explain how different teams/groups can contribute

to the overall design of a product.

● Explain the need for optimization in a design

process.

● Evaluate the function, value, and aesthetics of a

technological product or system, from the

perspective of the user and the producer.

37

● How to share their unique project with other students.

● Identify the steps in the design process that would be

used to solve a designated problem..

● Explain the interdependence of a subsystem that

operates as part of a system.

○ Create a technical sketch of a product with

materials and measurements labeled.

● Collaborate to examine a malfunctioning system and

identify the step-by-step process used to

troubleshoot, evaluate and test options to repair the

product, presenting the better solution.

● Collaborate with peers and experts in the field to

research and develop a product using the design

process, data analysis and trends, and maintain a

design log with annotated sketches to record the


● Develop a proposal for a chosen solution that

include models (physical, graphical or

mathematical) to communicate the solution to peers.



21st Century Themes



● T – taught

● A – assessed

38



employee.




X Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts

of decisions.

Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.





Preparation


management.

X Career Awareness CRP10. Plan education and career paths aligned to personal goals.



competence.

39



Next Generation Science Standards: Engineering Design

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 potential impacts on people and the natural environment that may limit

possible solutions. 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-ETS1-3.- 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. 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.

Student Resources

Primary Source

Readings

Lego Mindstorms EV3 Robot Educator

Secondary Source

Readings

Carnegie Mellon University Robotics Academy Lessons


Teacher Resources

Texts:

● Beginning LEGO MINDSTORMS EV3 – Mark Rollins

40

● 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

Supplemental Workbooks:Not applicable

Websites:

● http://www.manufactureyourfuture.com/sites/manufactureyourfuture.com/files/Assets/Manufacture%20Your%20Futur

e%20Lesson%202_0.pdf

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

Software:

● LEGO EV3 – Core Kits / Extension Kits/ EV3 Software

● EV3 Curriculum - Design Engineering Projects

● EV3 - Commander, 3D Builder, Programming, Fix the Factory Applications

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

Worksheets: Teacher Created*

Videos:

● Walch.com / Everest Trek / Litemind.com/scamper

http://www.manufactureyourfuture.com/sites/manufactureyourfuture.com/files/Assets/Manufacture%20Your%20Future%20Lesson%202_0.pdf

http://www.manufactureyourfuture.com/sites/manufactureyourfuture.com/files/Assets/Manufacture%20Your%20Future%20Lesson%202_0.pdf

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



41

● ROBOTEC Curriculum ● ROBOTEC Curriculum Index ● BrainPOP - Robotics ● History of Robotics ● Robotics Lab Movie

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



Research Projects

Robot / Design Projects

Other Evidence:


Assessments

● Engineering Notebook

● Design Process

● Construction of Robot

● Team Collaboration

● Final Presentation


● Worksheets




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/

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

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

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

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

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

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

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

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

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

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

42


● Unit Test


Instructional

Strategies

Descriptions

Suggested

Learning

Activities


Day 1 8.2.8.C.1 Objective: To explain how different teams/groups can contribute to the

overall design of a product.

Activity: Introduction to Design Engineering

Lesson 1. What Is a Robot and What Do They Do? a. In the Robots In Action category, real robots from seven industries

are represented in videos. Watch one or more of the clips in small

groups or as a class. b. Discuss the questions included in the video projects and make

conclusions about where robots are found now and may be found in the

future.

c. Hand out the building sets for each team. Challenge students to use

the Robot Educator tutorials to control a motor, EV3 Brick Display, and

EV3 Brick Status Lights. By the end of the lesson, students should

know how to build with a motor, how to create and download a

program, and how to run it on the EV3 Brick.

43

Day 2 8.2.8.C.2 Objective: To explain the need for optimization in a design process.

Activity: Lesson 2. Working as Engineers a. Review the Key Concepts Engineering Process project to help

students become familiar with the language and process of engineering. b. Challenge students to design, build, and program a robot using Make

It Move With Wheels. c. During the students’ Brainstorming process, try the Key Concepts

Measuring Distance project. You may wish to work with the building

and programming tools as a class or have students work with the tools

on their own. Measuring Distance uses a motorized wheel and a

program with the EV3 Brick to convert motor rotations to distance in

centimeters.

Day 3 8.2.8.C.3 Objective: To evaluate the function, value, and aesthetics of a

technological product or system, from the perspective of the user and

the producer.

Activity: Lesson 3. Make It Move Without Wheels a. Challenge students to design, build, and program a robot using Make

It Move Without Wheels. This is a creative design challenge. Moving

without using wheels demands experimenting with other kinds of

mechanisms. b. Use the Make It Move Video and discussion questions for inspiration

and support in finding other ways that robots can move without wheels.

Day 4 8.2.8.C.4 Objective: To identify the steps in the design process that would be

used to solve a designated problem..

Activity: Lesson 4. Using Sensors

a. Challenge students to explore sensor feedback and control the

44

display, lights, and sounds of their robot for Make It Smarter With a

Sensor. b. During the students’ Brainstorming process, refer to the Key

Concepts Sensors and Sensing project. You may wish to take some

class time to discuss each sensor and how it can be used.

Day 5 8.2.8.C.5 Objective: To explain the interdependence of a subsystem that operates

as part of a system.

Activity: Lessons 5 and 6. Sensors and Motors

a. Challenge students to control robot behavior using motors and sensor

feedback for Make It Smarter and Faster. b. Use the Make It Smarter Video and discussion questions for

inspiration and support in finding other ways robots move as they react

to sensors and the environment.

Day 6 8.2.8.C.6 Objective: To collaborate to examine a malfunctioning system and

identify the step-by-step process used to troubleshoot, evaluate and test

options to repair the product, presenting the better solution.

Activity: WORK DAY

Day 7 8.2.8.C.7 Objective: To collaborate with peers and experts in the field to research

and develop a product using the design process, data analysis and

trends, and maintain a design log with annotated sketches to record the


Activity: Lessons 7 and 8. Systems Thinking a. Review the Key Concepts Systems and Subsystems project to help

students become familiar with the language and the conceptual and

practical thinking about a robot as a larger system of subsystems.

b. Challenge students to design a robotic system with Make a System

45

That Picks and Places project.

c. For a more elaborate final project, you could challenge the students to

combine their robotic systems into a large system that moves the

Cuboid from one robot to another around the room!

Day 8 8.2.8.C.1-8 Objective:

WORK DAY

Activity:

Day 9 8.2.8.C.1-8 Objective:

WORK DAY

Activity:

Day 10 8.2.8.C.8 Objective: To develop a proposal for a chosen solution that include

models (physical, graphical or mathematical) to communicate the

solution to peers

Activity: Students will present their working robots and describe their

design process.







46








47

Unit Plan Title

Computational Thinking: Programming

Suggested Time Frame 1 week (~5 days)



Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to create

knowledge. The students will be able to understand computational thinking and computer programming as tools using in design

and engineering.



● 8.2.8.E.1- Identify ways computers are used that have had an impact across the range of human activity and within

different careers where they are used.

● 8.2.8.E.2- Demonstrate an understanding of the relationship between hardware and software.

● 8.2.8.E.3- Develop an algorithm to solve an assigned problem using a specified set of commands and use peer review to

critique the solution.

● 8.2.8.E.4- Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM, Boolean logic terms).


Computational thinking builds and enhances problem solving,

allowing students to move beyond using knowledge to creating

knowledge.


How have computers impacted humanity?

What is the relationship between hardware and software?

48


● How to identify ways computers are used that have had an

impact across the range of human activity and within


● How to demonstrate an understanding of the relationships

between hardware and software.

● How to develop an algorithm to solve an assigned problem

using a specific set of commands and use peer review to

critique the solution.

● How to use appropriate terms in conversation (e.g.-

programming, language, data, RAM, ROM, Boolean logic

terms).


● Identify ways computers are used that have had an

impact across the range of human activity and within


● Demonstrate an understanding of the relationships

between hardware and software.

● Develop an algorithm to solve an assigned problem

using a specific set of commands and use peer

review to critique the solution.

● Use appropriate terms in conversation (e.g.-

programming, language, data, RAM, ROM, Boolean

logic terms).



21st Century Themes



● T – taught

● A – assessed



employee.


49




of decisions.






Preparation


management.




competence.






50

possible solutions.

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-ETS1-3.- Analyze data from tests to determine similarities and differences among several design solutions to identify the




6. Technology Problem-Solving and Decision-Making Tools Students: a. use technology resources for solving problems and making informed decisions.

b. employ technology in the development of strategies for solving problems in the real world.

Student Resources

Primary Source

Readings

Glencoe’s “Introduction to Technology” Textbook 2010 (Grades 6-8)

Secondary Source

Readings

Not applicable


Teacher Resources

Texts: Glencoe’s “Introduction to Technology” Textbook 2010 (Grades 6-8)

Supplemental Workbooks: Glencoe’s “Introduction to Technology” Student Workbook 2010 (Grades 6-8)

Websites: www.gcflearnfree.org

http://www.gcflearnfree.org/computerbasics/1.2

51

Worksheets: Hardware vs. Software Teacher Made Handout, SMART Board Presentation & Sort

Videos: GCF Learning: Computer Basics: http://www.gcflearnfree.org/computerbasics/1.2



Research Projects

Worksheets / Handouts

Other Evidence:


Assessments

● Parts of a Computer Quiz

● Labeling the Computer’s Components Handout


● Design Process





● Worksheets





● Unit Test

http://www.gcflearnfree.org/computerbasics/1.2

52


Instructional

Strategies Descriptions

Suggested

Learning

Activities


Day 1 8.2.8.E.1 Objective: The students will identify ways computers are used that have

had an impact across the range of human activity and within different

careers where they are used.

Activity: Students will research different careers and identify ways to

which technology has advanced that field of study.

Day 2 8.2.8.E.2 Objective: The students will demonstrate an understanding of the

relationship between hardware and software.

Activity: The students will compare between computer components and

the LEGO Mindstorms EV3 components.

Day 3 8.2.8.E.3 Objective: The students will develop an algorithm to solve an assigned

problem using a specified set of commands and use peer review to critique

the solution.

Activity: Students will use the EV3 Robots to program it to navigate a

maze or participate in the Hour of Code.

Day 4 8.2.8.E.4 Objective: The students will use appropriate terms in conversation (e.g.-

programming, language, data, RAM, ROM, Boolean logic terms).

Activity: Students will have a class discussion or debate discussing the

elements of technology and address various forms of jargon.

Day 5 8.2.8.E Objective: Students will demonstrate mastery of Standard 8.2.8.E.

53

Activity: Unit Test



individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer

grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating

content

English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative

learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles

for videos

Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific

questions; scaffolding; targeted support

Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary

assignments; independent practice; extension activities


54

Unit Plan Title Design: 3D Printing

Suggested Time Frame 2 weeks (~10 days)



The design process is a systematic approach to solving problems. The students will be able to understand the attributes of design.

The students will be able to understand the application of engineering design. The students will also be able to understand the

role of troubleshooting, research and development, invention and innovation and experimentation in problem solving. The

students will use Google Sketchup, Creo or Makerbot Desktop / iPad App/ Makerbot Digitizer to create an Auto-CAD

representation/model of an object and then print it on a 3D printer.


Established Goals:


● 8.2.8.C.1- Explain how different teams/groups can contribute to the overall design of a product.

● 8.2.8.C.2- Explain the need for optimization in a design process.

● 8.2.8.C.3- Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the

user and the producer.

● 8.2.8.C.4- Identify the steps in the design process that would be used to solve a designated problem..

● 8.2.8.C.5- Explain the interdependence of a subsystem that operates as part of a system.

○ Create a technical sketch of a product with materials and measurements labeled.

55

● 8.2.8.C.6-Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot,

evaluate and test options to repair the product, presenting the better solution.

● 8.2.8.C.7- Collaborate with peers and experts in the field to research and develop a product using the design process, data

analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle.

● 8.2.8.C.8- Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to

communicate the solution to peers.


How is rapid prototyping changing the way we create things?

3D printing is taking an image and slicing it to create thin layers.

Each layer is printed in order to create a 3D object.

3D printing allows quick modifications and customization with

minimal cost.


What are the ethical and legal implications of altering or

using online designs and freeware?

How do you take a 2D image and turn it into something

tangible that you can hold in your hand?

Knowledge:


How to design, create and print a 3D plastic object using

the Makerbot 3D Printer

Skills:


Makerbot operating & safety instruction

Creating objects in Inventor, Google Sketchup or

3DS Max Using ReplicatorG software to create

code.

Send code to Makerbot to create a 3D plastic object

Making simple 3D objects

56

Download .stl file.

Open in ReplicatorG. >Resize if desired and insure

that the model is set on the base.

Create G-code.

Turn on MakerBot Thing-o-matic (with heated base

platform).

Make sure intended color of ABS plastic filament is

loaded.

Connect to machine.

Print.

Watch for the duration of the print.

9. Allow time for the print to cool, remove any

excess plastic.



21st Century Themes



● T – taught

● A – assessed

57



employee.





of decisions.






Preparation


management.




competence.

58






possible solutions. 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-ETS1-3.- Analyze data from tests to determine similarities and differences among several design solutions to identify the



Student Resources

Primary Source

Readings

Makerbot Replicator Mini User Manual

Secondary Source

Readings

Not applicable


Teacher Resources

Texts: optional

59

Supplemental Workbooks: optional

Websites:

● Getting Started

● Installing the RAMBO Driver

● Viewing and Modifying Parts

● Layer-By-Layer Previewing

● Slice Settings Explained

● MatterHackers 3D Printing FAQ

● How to Customize Printing Presets

● How to Use Text Creator

Worksheets:

● 3D Printing Glossary of Terms

● 3D Printing Lab Report

● Printable Orion / Rostock Max Process Overview Poster

● Printable Pre-Print Checklist Poster

Videos:

● SeeMeEducate YouTube Channel

● Unboxing and Setup of the Orion Delta 3D Printer

● Calibrating the Orion Delta’s Z Height

● Preparing the Glass Print Plate

3D Printables

● Repables

● Smithsonian X 3D

Possible Software ● MatterControl (Windows Download)

http://www.mattercontrol.com/articles/mattercontrol-getting-started#setupandinstall

http://www.mattercontrol.com/articles/installing-rambo-driver

http://www.mattercontrol.com/articles/mattercontrol-viewing-and-modifying-parts

http://www.mattercontrol.com/articles/mattercontrol-layer-by-layer-previewing

http://www.mattercontrol.com/articles/mattercontrol-slice-settings-explained

http://www.mattercontrol.com/articles/the-matterhackers-3d-printing-faq

http://www.mattercontrol.com/articles/how-to-customize-your-presets-in-mattercontrol

http://www.mattercontrol.com/articles/how-to-use-the-text-creator

http://reprap.org/wiki/Glossary

https://docs.google.com/document/d/1Yg9fpEJAYYsszK6DfK655auNsHmWdnHNcYP_O-hhYnA/edit

https://drive.google.com/file/d/0B-ztjOERAcQLWEdUa2h0QjNHX28/view?usp=sharing

https://docs.google.com/file/d/0B-ztjOERAcQLZmtYVFVmRTVuUEU/edit

https://www.youtube.com/channel/UCmnZS0Fld4-f16btYluQbyQ

https://www.youtube.com/watch?v=eJhYUDHNm5I

https://www.youtube.com/watch?v=C0cZJ9v6VnU

https://www.youtube.com/watch?v=zmhHEJtd5iI

http://repables.com/

http://3d.si.edu/browser

http://mattercontrol.appspot.com/downloads/mattercontrol-seemecnc-windows/release?ref=JP0P00

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● MatterControl (MacOSX Download)

● Repetier-Host

● Netfabb Basic

● Autodesk Meshmixer

● Tinkercad

● Makerbot Desktop ● Makerbot Digitizer

Additional Resources ● Slic3r Manual



Possible Research Projects

● Iris Container

● Sample Infill Disc Display

● 3D Printed Bridges

● Other Projects

Other Evidence:


Assessments

● 3D Rendering & Model


● Design Process





● Worksheets



http://mattercontrol.appspot.com/downloads/mattercontrol-seemecnc-mac-osx/release?ref=JP0P00

http://www.repetier.com/

http://www.netfabb.com/downloadcenter.php?basic=1

http://www.netfabb.com/downloadcenter.php?basic=1

http://www.meshmixer.com/

https://tinkercad.com/

http://manual.slic3r.org/

https://docs.google.com/document/d/1KHpBPCrc9-lAOmuZPdSagaS5SBCtwEnlfuiSRrFwtPk/edit?usp=sharing

https://docs.google.com/document/d/1hjbu7n6njoDxzZp7wLadBD06RyFO5_BqmnywIe4tsr8/edit?usp=sharing

https://docs.google.com/document/d/1hquq9ftV0aOeUXDtcE7Tgp4hhJtWS0LuqQ5kDl9FjzM/edit?usp=sharing

61



● Unit Test


Instructional


Suggested

Learning

Activities


Day 1 8.2.8.C.1 Objective: The students will explain how different teams/groups can

contribute to the overall design of a product.

Activity: Module Overview & Objectives Reading: What is 3D Printing?

Lesson 1: Introduction to 3D Printing Discussing Positives and Negatives: All technology can be viewed as

having both good and bad impacts. Have a class discussion around

positive and negative impact of 3D printing technologies.

Day 2 8.2.8.C.1 Objective: The students will explain how different teams/groups can

contribute to the overall design of a product.

Activity: The 3D Printing Process

https://docs.google.com/document/d/1uah0KadH1TlWtKNM1pPJ7WSOSDJ1MuemXn0OocQmXmc/edit?usp=sharing



http://www.livescience.com/34551-3d-printing.html

https://docs.google.com/presentation/d/1ySBGWnBTzkYg9dk8Ke5YGJ7abpLTym5z3MT2SWfAeho/edit?usp=sharing

https://docs.google.com/presentation/d/13aznU-TCVO_DclH4GB0sIFMUCcK91JQek0IgjGK1JOQ/edit?usp=sharing

62

Day 3 8.2.8.C.2 Objective: The students will explain the need for optimization in a

design process.

Activity: Anatomy of the MakerBot Replicator Mini - 3D Printing

Safety / Safety Quiz (Kahoot)

Day 4 8.2.8.C.2 Objective: The students will explain the need for optimization in a

design process.

Activity: Students will explore the ways one can optimize their designs

using the various features of the MakerBot Desktop software.

Day 5 8.2.8.C.3 Objective: The students will evaluate the function, value, and aesthetics

of a technological product or system, from the perspective of the user

and the producer.

Activity: In the student’s engineering notebooks, the students will

evaluate the function, value and aesthetics of the MakerBot 3D printer

and have a class discussion from the perspective of the user and the

producer.

Day 6 8.2.8.C.3 Objective: The students will evaluate the function, value, and aesthetics

of a technological product or system, from the perspective of the user

and the producer.

Activity: The students will learn how to create a simple 3D shape using

MakerBot Desktop or a 3D printing, iPad app.

Day 7 8.2.8.C.4 Objective: The students will identify the steps in the design process

that would be used to solve a designated problem.

Activity: The students will try to solve the designated problem and

share solutions to rectify the problem.

https://docs.google.com/document/d/13YE2ohfXfkvP_5v7TsTtrnFUlei5nLqgJr6JLHYd4Y0/edit?usp=sharing

https://docs.google.com/document/d/13YE2ohfXfkvP_5v7TsTtrnFUlei5nLqgJr6JLHYd4Y0/edit?usp=sharing

https://docs.google.com/document/d/1QZLIc4lq4gleG0vRPTLb5AYwnaJnMHCOsd8r4rQ_3_I/edit?usp=sharing

63



Activity: The students will continue working on creating their 3D

shape.



Activity: The students will continue working on creating their 3D

shape.

Day 10 Objective: The students will finalize their .stl file and export it to print

on the 3D printer.

Activity: WORK DAY











64




65

Unit Plan Title

Technology Operations & Concepts: Review for 8.1 Technology Literacy Assessment (NJ-TAP-IN)

Suggested Time Frame 1 week (~5 days)



The students will demonstrate a sound understanding of technology concepts, systems, and operations. The students will

understand and use technology systems as well as select and use applications effectively and productively. Students will

effectively model proper techniques to accurately input data using touch keyboarding while using specific features of an

operating system.



● 8.1.8.A.1- Demonstrate knowledge of a real world problem using digital tools.

● 8.1.8.A.2- Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyer's) using one or

more digital applications to be critiqued by professionals for usability.

● 8.1.8.A.3- Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

● 8.1.8.A.4- Graph and calculate data within a spreadsheet and present a summary of the results.

● 8.1.8.A.5- Create a database query, sort and create a report and describe the process, and explain the report results.

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

Enduring Understandings: ● Success in the 21st-century is dependent on the ability to utilize

Essential Questions: ● Why are proper keyboarding skills essential and how will

66

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.

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?


● The impacts technology has on society

● How to create documents / simulations / spreadsheets


● Demonstrate knowledge of a real world problem

using digital tools.

● Create a document (e.g. newsletter, reports,

personalized learning plan, business letters or

flyer's) using one or more digital applications to be

critiqued by professionals for usability.

● Use and/or develop a simulation that provides an

67

environment to solve a real world problem or theory.

● Graph and calculate data within a spreadsheet and

present a summary of the results.

● Create a database query, sort and create a report and

describe the process, and explain the report results.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy E CRP1. Act as a responsible and contributing citizen and

employee.


X Money Management ETA CRP3. Attend to personal health and financial well-being.

X Credit and Debt Management E CRP4. Communicate clearly and effectively and with reason.


of decisions.

X Becoming a Critical Consumer E CRP6. Demonstrate creativity and innovation.

X Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies. Insuring and Protecting E CRP8. Utilize critical thinking to make sense of problems and



Preparation

ET CRP9. Model integrity, ethical leadership and effective

management.



X Career Preparation CRP12. Work productively in teams while using cultural global

68

competence.




1. Basic Operations and Concepts Students:

a. demonstrate a sound understanding of the nature and operation of technology systems. b. are proficient in the use of technology.

2. Social, Ethical, and Human Issues Students:

a. understand the ethical, cultural, and societal issues related to technology. b. practice responsible use of technology systems, information and software. c. develop positive attitudes toward technology uses that support life-long learning, collaboration, personal pursuits and

productivity.

3. Technology Productivity Tools Students: a. use technology tools to enhance learning, increase productivity, and promote creativity.

b. use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing

other creative works.

4. Technology Communications Tools Students: a. use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

b. use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology Research Tools Students:

a. use technology to locate, evaluate, and collect information from a variety of sources.

b. use technology tools to process data and report results. c. evaluate and select new information resources and technological

innovations based on the appropriateness to specific tasks.

69

6. Technology Problem-Solving and Decision-Making Tools Students: a. use technology resources for solving problems and making informed decisions.

b. employ technology in the development of strategies for solving problems in the real world.

Student Resources

Primary Source

Readings

Not applicable

Secondary Source

Readings

Not applicable


Teacher Resources

Texts: optional

Supplemental Workbooks: optional

Websites: GCF Learning, BrainPOP

Worksheets: Financial Literacy Worksheet, Spreadsheet Management Worksheet

Videos:GCF Learning, BrainPOP

70



Research Projects

Spreadsheet Project

Other Evidence:


Assessments

● Culminating Unit Project

● Spreadsheet Quiz


● Design Process





● Worksheets





● Unit Test


Instructional


Suggested

Learning


Day 1 8.1.8.A.1 Objective: To review 8.1 Technology Standards

71

Activities 8.1.8.A.2

Activity: To practice creating a digital document.

Homework: Typing.com > Advanced Course Lessons

Day 2 8.1.8.A.3 8.1.8.A.4

Objective: To review 8.1 Technology Standards

Activity: To practice developing a simulation, graph, and calculate data

in a spreadsheet.

Homework: Typing.com > Advanced Course Lessons

Day 3 8.1.8.A.5

8.1.8.D.1

Objective: To review 8.1 Technology Standards

Activity: To practice making a database query, create a report, model

digital safety. Homework: Typing.com > Advanced Course Lessons

Day 4 8.1 Objective: To review 8.1 Technology Standards

Activity: Socrative Student App Space Race/Quiz Homework: Typing.com > Advanced Course Lessons

Day 5 8.1 Objective: To demonstrate mastery of 8.1 through the completion of

the NJ-TAP-IN Assessment.

Activity: NJ-TAP-IN Assessment

Homework: Typing.com > Advanced Course Lessons * Teacher is not limited to these suggested activities.






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