Groton Public Schools Curriculum Map INTRODUCTION

Transcription

1 Groton Public Schools Curriculum Map INTRODUCTION Course/Module Title: Invention and Innovation Curriculum Area and Grade: Grade 7-2 Interdisciplinary (Anchor Areas: Technology) Course/Module Purpose: The purpose of this module is for students to learn how the evolution of invention and innovation was inspired by the wants or needs of society historically and today. Students will work in teams using a problem-solving model to assess present wants and needs to design an invention or innovation for now and the future. The 7 Step Problem Solving Model 1. Identify and define the problem 2. Describe the results you want (brief) 3. Research and investigate 4. Think of solutions: question and evaluate the ideas 5. Choose the best solution 6. Implement the solution: build the prototype or run the experiment 7. Evaluate the results and make necessary changes Major Learning Goals and Understandings:

2 Student Learning Expectation(s): 1. Students will understand how inventions and innovations historically evolved based on the needs of society. 2. Students will use a problem solving model to create a design, prototype and advertisement for a future invention or innovation. 3. Students will work in teams to formulate solutions to problems through consensus during brainstorming and design development. 4. Students will understand the process of how inventions and innovation result from problem solving based on wants and needs. 1. Invention and Innovation 3. Designing based on Wants and Needs, Shaping an Invention Mappers/Authors: Martin Brennauer Date Approved: February 13 th, 2012 Units/Theme/Concept and # of Weeks 6 week module meeting every other day 2. Invention, Innovation, History and the Future Part 1 - Unit/Theme/Concept 4. The future of Invention and Innovation Grade: 7 Subject: Technology Course: (Invention and Innovation) Length of Unit: 6 Weeks on Alternate Days for 1 Trimester Common Core State Standards ISTE National Educational Technology Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes.

3 b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. 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. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. 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. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 4. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Connecticut State Standards

4 The students will know: 1. How the needs of society determines what is invented or innovated. 2. How to use problem solving to develop a design. 3. How to apply problem solving to design an invention. 4. How invention plays a role affecting the way people live. 5. Brainstorm and combine ideas from your team and collectively synthesize a design for the future. 6. Defend the inventions future value from Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: 1. Explain how and why inventions were created or improved. 2. Explain how to use problem-solving to create an invention or innovation. 3. Demonstrate the use of problem-solving to create an invention or innovation. 4. Break down and prioritize the attributes that lead to the function and structure of an invention based on purpose. 5. Design an invention that will meet the design needs of the present and future. 6. Recommend what attributes will need to be included and developed to increase the inventions value. Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering 1. Knowledge 2. Understanding 3. Applying 4. Analysis 5. Creation 6. Evaluation

5 given criteria. Big Idea and Essential Questions Big Ideas Inventions and innovations have impacted our society historically. Invention and innovation is based upon wants and needs. Problem solving is used to develop ideas into designs and models that satisfy a solution. Essential Questions What are inventions and how are they different from innovations? What drives the need for an invention or innovation? How do inventions and innovations affect society and the environment? Why are inventions and innovations important in the future? Part 3 Common Unit Assessments Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening, speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific technologies and technology applications. Assessments must be common to teachers of this unit. Authentic assessment: Students will design an invention to meet a current need and develop an advertisement to market the product. (Invention rubric attached.) Oral presentations/rubric: Teams will report out their optimum solutions through Video, Volki, I Movie or narrating a slideshow. Formative assessments: Lost at Sea and Moon Survival activities Self-assessment: Invention rubric to self-assess working style in a team and reflective quick writes/quick draws to assess effectiveness of teams.

6 Part 4 Common/Assured Learning Experiences Moon Survival Test Lost at Sea Activity Create a survey to assess the needs for a product to invent. Design an invention on Google sketch up program. Design an advertisement on the computer that would market an inventions best attributes. Define, practice and rotate team roles. Present the solution using an appropriate technology.

7 Part 5-Teacher Notes The 7 Step Problem Solving Model 1. Identify and define the problem 2. Describe the results you want (brief) 3. Research and investigate 4. Think of solutions: question and evaluate the ideas 5. Choose the best solution 6. Implement the solution: build the prototype or run the experiment 7. Evaluate the results and make necessary changes Turco, Matthew. "You Are Brighter Than You Think." Win Wenger. Ed Win Wegner Project Renaissance. 17 September < >. Turco, Matthew. Mining Your Own Inventive Mind. Genius by Design. Ed. Win Wegner Project Renaissance. 1 October < Padilla, Michael J,& Miaoulis, Beth. The Nature of Science and Technology, (2007). Boston, Mass. Pearson, Prentice Hall, ISBN# Hutchinson, John and Karsnitz, John, (1994). Design and Problem Solving in Technology. NY, Delmar Publishers, Inc. ISBN# Hacker, Michael &Barden, Robert A, (1991). Technology in Your World. Nelson, Canada, Delmar Publishers, ISBN# Harms R, Henry &Swernofsky, Neal R. (2007). Technology Interactions, NY, Glencoe/Mcgraw-Hill Companies, Inc. ISBN#

8 Seven Step Problem Solving Process 1. Identify and define the problem. This is a critical step for students working in teams to investigate and debate or discuss what the problem is exactly given a situation. Then to define the problem unique to a solution. 2. Design Brief- Describe the results you want including constraints to solve the problem. a) Problem clarification- How your team will specifically solve the problem for the solution. This will provides direction for the work of the design team thinking, discussing details and reaching consensus on how to solve the problem. b) This part would include the specifications and limitations of the problems solution. 3. Research and Investigation- Gathering reliable and credible information form a variety of sources including internet websites, printed material, podcasts, surveys, experiments, virtual and actual simulations. Be sure to note the site and source of your information. 4. Think of alternative solutions. (Thinking, questioning and evaluating ideas.) Any creative strategy to generate ideas is useful. Brainstorming using a web graphic organizer with concept maps, ideation, thumbnail sketches with text, or innovating a service, process or product already made. Consider the design brief constraints when brainstorming also consider the workability of the solution such as tradeoffs to the real world situation. 5. Choose a solution. (Does the design satisfy the design brief?) First List the good and bad points of the ideas and develop a matrix based on the attributes of the alternative ideas. (Alternative solutions versus Attributes with a numbering rank system 1 through 5 with 5 being the best.) The evaluation process may indicate the best qualities of each solution to become a combination or hybrid solution. 6. Modeling and Prototype Construction. Developmental work must be done to make adjustments with materials or design for construction of a prototype. Modeling problems need to be worked out such as type of material, size, and shape. Models included are virtual, two dimensional, three dimensional, functional and prototype. 7. Test and evaluate the solution and make necessary changes if needed. After testing the prototype, make adjustments and future recommendations. 8. Reenter the design sequence at any step to revise the solution if necessary.