Rockwood School District Technology Education Curriculum Grades 6-8

Transcription

1 Rockwood School District Technology Education Curriculum Grades 6-8 BOE Approved February, 2006 Reviewed September, 2007 Reviewed September, 2008 Reviewed September, 2009

2 Middle School Technology Education Acknowledgements Writing Team LaDonna Chapman, Wildwood Donna Sanders, Wildwood Gary Fink, LaSalle Cheryl Rock, LaSalle Susie O Connell, Crestview Amanda Bonfanti, Crestview Lindsay Hollrah, Valley Jennifer Cook, Valley Debbie Zwick, South Tim Simpson, Selvidge Mike Anselmo, Selvidge Steve Ayotte, Coordinator of Practical Arts The Writing Team wishes to gratefully acknowledge the helpful and dedicated service of the members of the Review Committee who graciously volunteered their time and energy to attend curriculum meetings, to give advice and to review our curriculum: Review Committee Kathy Peckron, Deputy Superintendent Sharon Sevier, Director of Counseling Will Blaylock, Director of Instructional Technology Joan Baker, South Middle Linda Miller, LasSalle Ed Morris, Wildwood Doug Paley, Parent John Lewis, Parent Connie Connon, Eureka 2

3 Middle School Technology Education Table of Contents Topic Page Acknowledgements 2 Table of Contents 3 Mission Statement 4 Goals for Graduates 5 Learner Expectations 6 Rationale 7 Scope and Sequence 9 Document Guidelines 10 Statement of Technology 11 Differentiation and Acceleration 12 Statement of Equity 13 Technology Courses Technology Course CCOs 15 Technology Course Cross References 16 6 th Grade: Gateway to Technology 18 7 th Grade: Robotics and Modeling 27 8 th Grade: Multimedia and Electronics 43 Materials Processing Courses Materials Processing Course CCOs 64 Materials Processing Cross References 65 6 th Grade: Exploring Materials Processing 67 7 th Grade: Investigating Materials Processing 73 8 th Grade: Materials Processing 79 Materials Processing Scoring Guides 86 Appendix A: Bloom s Taxonomy 92 Appendix B: MO Show Me Standards 94 Appendix C: National Standards in Science, Mathematics, and Technology 99 Appendix D: MITEA Outcomes 103 Appendix E: ITEA Standards 106 3

4 ROCKWOOD SCHOOL DISTRICT MISSION STATEMENT All students, with support from the community, parents, and staff, will be provided a dynamic curriculum within a safe and caring environment so they will develop the skills, abilities, and attitudes to be lifelong learners and citizens of good character who are prepared to contribute to an ever-changing, global society. 4

5 Middle School Technology Education Goals for Graduates This curriculum incorporates the basic skills that lay the foundation for all future learning, those of reading, math, science, problem solving, analytical thinking, effective communication and the ability to work well with others. In addition, the curriculum includes those essential skills, which are vital to future learning within this specific content area, critical for mastery of the course, and specified within the scope and sequence of technology education. Students participating in the Technology program in the Rockwood School District will be able to demonstrate the following performance competencies: 1) Develop strategies to identify and solve basic problems that occur during everyday classroom activities. 2) Use specific tools, software, and simulators to support learning and solve problems. 3) Apply the productivity/multimedia tools, programs, and peripherals to support personal productivity throughout the educational curriculum. 4) Collaborate with others to investigate, develop, and use information for products and presentations both inside and outside the classroom. 5) Demonstrate an understanding of the practical applications to learning and problem solving. 6) Develop attitudes, knowledge and habits relative to personal and environmental safety. 7) Show a knowledge of current changes in technology and the effects those changes have on global societies and cultures. 8) Understand the ethical behaviors that should be used when dealing with technology issues. 5

6 ROCKWOOD STUDENTS ARE LEARNERS: L E A R N E R E X P E C T A T I O N S With positive self-worth Who demonstrate verbal, quantitative, cultural, and technical literacy. Who can utilize community resources to foster continual growth and development. With skills and attitudes necessary to become selfdirected, life-long learners. Who understand the value of effort in realizing their full educational, vocational, civic, and personal potential. Who understand the principles of physical and emotional health and the importance of maintaining them. With effective skills in written and oral communication. Who demonstrate critical thinking and problem-solving skills in all areas. Who demonstrate the adaptability necessary for life in a changing world. Who think and express themselves creatively and appreciate the creativity of others. Who have a broad familiarity with the world of work to develop and enhance their career potentials and opportunities. Who understand and appreciate the elements and principles of the arts and their influence on all areas of life. Who understand and demonstrate individual, social, and civic responsibility, including a global concern, tolerance, and respect for others. Who demonstrate individual and social ethics. 6

7 Middle School Technology Education Rationale for Curriculum The goal of technology education is technological literacy for all students. Technology is about doing and developing solutions to real-world problems or products that address human needs and desires. Technology education provides a vital link to the math/science/ technology triangle to assist with understanding living and working in our advanced technology-driven Information Age. Its interdisciplinary nature and process orientation also helps students to comprehend and apply these concepts in the natural sciences, mathematics, social sciences and humanities. Technology consists of invention, innovations and other creative, engineeringlike activities for producing physical objects and performing technical services through the application of organized knowledge and problem solving techniques. Industrial Technology focuses on a systems approach to develop technological literacy. The systems in material processing, energy and power, and communication provide broad content areas of study. A holistic approach is employed in technology education. Each student is actively involved in activities that develop knowledge, skills and attitudes regarding industry and technology. Emphasis is given to nurturing leadership, communication, social interaction, problem-solving and manipulative skills. Personal and social growth is fostered through interaction with other students in the technology laboratory. The technological method of problem solving is experienced by identifying a problem, collecting and analyzing data, generating alternatives, synthesizing a design or plan, developing a proposed product or service, and evaluating the process and results. Throughout this educational process, students are taught to explore their options and to make wise consumer, citizen, and career decisions. The primary objective of middle school industrial technology is to help students become aware of and explore technology. To be meaningful and effective, the study of the technological world requires an activity-based curriculum that includes the design, development and evaluation of solutions to technological problems. The Missouri Technology Education Goals are: 1. Employ a systematically developed technology knowledge base, research, critical thinking, problemsolving, innovation and creativity in solving technological problems. 2. Use, develop and design the concepts, systems, tools, machines, processes and technological knowledge bases of Energy, Power and Transportation, Communications, and Materials and Processing Technology. 3. Make personal sense of technology and its trends in preparation for integrated and lifelong learning. 4. Engender leadership, teamwork, and pride in quality when engaging in technological activities. 5. Transfer and apply technological knowledge to school, career and societal settings. Each grade level will foster the development of critical thinking and problem-solving skills, teamwork and safe, appropriate use of technology. Gateway to Technology (Sixth Grade course) will focus on the knowledge and use of technology and how it affects the world. Robotics and Modeling (Seventh Grade course) will focus on the basic components of automated, computer-controlled machines, and 3D modeling. Multi Media Technology and Digital Circuitry (Eighth Grade course) will emphasize the basics of multimedia technology, including flight simulation, computer animation, digital editing, and web design. Through hands on activities the students explore how technology uses electricity. 7

8 Middle School Technology Education Rationale for Curriculum (cont.) Materials processing classes align their Core Conceptual Objectives around five major strands of Manufacturing Processes, as identified by the Technology Education Association. Each grade level continues to build and refine skills in all of the five strands. These strands include lab safety, use of tools and machines, measurements, choice of materials, measurements, and project design. The particular skills and talents that each student brings to the class establish the degree of increasing complexity and design for the proposed projects. The emphasis in Exploring Materials Processes (Sixth Grade course) is on understanding and exploring new skills with tools, and learning properties of new materials relevant to the tools identified. The emphasis in Investigating Materials Processing (Seventh Grade course) is focusing these skills as a systemic, sequential approach to solving problems, and to accomplishing the final products. The emphasis in Materials Processing (Eighth Grade course) is on solving real life problems and realizing the impact of choices on final products and solutions while demonstrating proficiency, safety and skill with tools, technology and materials. Standards for assessing product quality, cooperation with others and problem-solving skills remain constant while expectations for proficiency of these skills increase with each grade level and extent of participation in this program. Measurement and accuracy establish standards for the procedures and reinforce similar processes in science classes. Instructional approaches in industrial technology typically include three approaches, or an integration of the three. These approaches include the project approach, the design-under-constraints approach and the modular technology approach. This pedagogy allows for the differentiation and acceleration of students at every level of the industrial technology curriculum. This approach matches extremely well with the middle school philosophy and widely accepted constructivist learning theory, and addresses all three domains of learning: cognitive, affective, and psychomotor (Sanders, 1994). These instructional approaches incorporate authentic assessment. Evaluation is based on products developed and processes used along the way, rather than on paper and pencil tests. Assessments are rarely about the actual appearance of the artifact, but rather what the constructed solution reveals about the student s systemic work in solving the problem. This pedagogy aligns with the recommendation of the National Middle School Association s (hereafter abbreviated, NMSA) to phase out lecturing, rote learning, drill and practice, and the dominance of textbooks and worksheets. Students are almost always actively engaged with their subject matter. Textbooks accompanying the curriculum are used to facilitate work in the labs, not as a primary means of instruction. To insure the maximum application of differentiation and acceleration of Rockwood students, the Middle School Industrial Technology curriculum is designed along the modular technology approach as the primary instructional pedagogy with occasional use of alternative approaches. References: American Association for the Advancement of Science, Science for All Americans, Washington, DC, American Association for the Advancement of Science, Benchmarks for Science Literacy, Washington, DC, International Technology Education Association, Technology for All Americans, Virginia, Sanders, Mark, Technology Education in the Middle Level School: Its Role and Purpose, "National Association of Secondary School Principals Bulletin", September 1999, pages Electronic Privacy Information Center (hereafter abbreviated, EPIC), division of Federal Communications Commission, Report on Privacy Principles and Ethical Review of Internet Use,

9 Middle School Technology Education Scope and Sequence Middle school students may enter and exit the Industrial Technology program at any grade level. Students may be enrolled in these courses for one, two or all three years. Coupled with the range of student abilities and interests, these various combinations elicit a curriculum framework, which must tailor an individual program to meet the needs of each student. Because there is no prerequisite for these courses, facilitating activities for each of the major strands have been organized based on abstractness, open-endedness, complexity and difficulty of tasks involved. All facilitating activities are available at each grade level to allow for students entering the courses at many levels. The correct placement of students within the hierarchy of tasks is accomplished through pre-assessment strategies and teacher observations. Flexible grouping of students is also used to meet individual needs. Within the three-year framework is a comprehensive direction given for student achievement in industrial technology, focused on key processes and skills. Throughout the program, assessments include measures of the students creative and critical thinking skills, teamwork and problem-solving skills, documentation of the technological use, and the quality of the technology products produced. These skills and processes are valued in subsequent educational coursework and businesses. Gateway to Technology (Sixth Grade course) will focus on the knowledge and use of technology and how it affects the world. Robotics and Modeling (Seventh Grade course) will focus on the basic components of automated, computer-controlled machines, and 3D modeling. Multi Media Technology and Digital Circuitry (Eighth Grade course) will emphasize the basics of multimedia technology, including flight simulation, computer animation, digital editing, and web design. Through hands on activities the students explore how technology uses electricity. The Middle School Industrial Technology program is grounded in the precepts and major strands of the Technology Education Associations. These are the same precepts and strands used as the basis for the curriculum developed at the high school level. This curriculum is closely aligned with the Show-Me Standards of Missouri, discovery learning, and the constructivistic approach to learning in the middle school. Rockwood Middle School Industrial Technology curriculum lays the foundation for the seamless curriculum, preparing students for High School Industrial Technology courses, several of which are part of the articulation agreements for related course work at area colleges. 9

10 Middle School Technology Education Document Guidelines The Middle School Industrial Technology curriculum document specifically outlines the Core Conceptual Objectives (hereafter abbreviated CCO) and the necessary skills to be taught at each grade level. Supporting content and skills for each CCO are considered essential. These content and skills lay the foundation for all future learning. These include reading, writing, math, problem solving, working with others, analytical skills, and communicating effectively. There are also content and skills which are vital to future learning and are specific to each content area. These include specific content and skills listed by grade level/course, within scope and sequence, and those critical to mastery of the particular course. Multiple Facilitating Activities (hereafter abbreviated FA) are listed in the document as suggested tasks for teaching each objective. Additional resources are furnished to enhance instruction and integrate the disciples. Although FAs are repeated from one grade to the next, this is in accordance to the Scope and Sequence and Differentiation Strategies as explained earlier. While each FA addresses some, if not all, components of the CCO, not all of the FAs can possibly be completed within the timeframes for the course. Having the complete range of FAs thus allows teachers to more precisely tailor, or differentiate, instruction for each student. All FAs are designated according to the levels of Bloom s Taxonomy of Skill Development (see Appendix A). Additional resources are also included to provide teachers with variety of instructional venues to achieve the CCOs for any given student population. Application Level Assessments (hereafter abbreviated ALA) are used to evaluate student learning. These are supplied along with corresponding scoring guides. All ALAs are designed on application or higher levels of Bloom s Taxonomy of Skill Development. Scoring guides are developed to establish course expectations, to provide precise feedback, and to define strengths and areas for improvement for students. This document is cross-referenced to the guidelines set forth by the Missouri Show-Me Standards, the Missouri International Technology Education Association, National Technology Standards, National Science Standards, and National Math Standards. This document is a dynamic document that will be reviewed and revised annually. Essential to the review process is teacher feedback. Teachers are encouraged to keep records of observations, comments, suggestions, additions and deletions for the document. Throughout the school year, teachers should also be collecting anchor papers for ALAs to be used in the refining of the scoring guides and the development of consistency of scoring. 10

11 Middle School Technology Education Statement of Technology The Technology Education curriculum centers on technology and its uses to solve practical problems. The various forms of technology used are: 1. Computer simulations to represent realistic situations or conditions: a. Engineering processes used to design and build models. b. Realistic flight, aircraft controls and flight situations c. Energy sources and outputs 2. Computer components for enhanced product capabilities: a. Scanners to transport pictures into a publishing program b. Digital and video cameras to take pictures and transport them into a drawing/publishing program c. Zip drives and CD-ROMs for external, expanded memory and storage capacity d. Word processing program to type reports e. Publication software to design publications, brochures f. Paint/draw programs for construction and model designs g. Animation software to design animated text and graphics. h. Interface devices to import physical data. 3. Computers to design construct and test structures and models, such as: a. Glider planes b. Automobiles c. Electricity models 4. Lasers a. Voice transmission to speakers b. Sound transmission from tapes to speakers c. Sound transmission over fiber optic cables d. Optical experiments 5. Tools, equipment, and other computer-driven machines. 11

12 Middle School Technology Education Statement of Differentiation and Acceleration The technology curriculum differentiates and accelerates curriculum and instruction in the following ways: 1. Differentiated Lessons Technology uses appropriate methods of instructional delivery for accelerated learning such as differentiation in content and level of learning material. The content within each level is differentiated and allows for acceleration. 2. Instructional Methods Technology differentiates instruction by using various methods of instruction delivery including direct instruction, non-direct instruction, simulation, advanced organizers, cooperative learning, and the Hunter Method. Information is presented through a multi-sensory approach (written, verbal, computer generated, or hands-on). 3. Differentiated Materials and Products Technology differentiates the materials used and products required by students. Differentiated tests are given in several forms, including essay, short answer/listing, completion, computation/problem solving, matching, or multiple choice. Students complete group or individual projects. Differentiation of products is achieved by allowing students to demonstrate and apply mastery of concepts orally, written, by diagrams, with graphics, through presentations, etc. Differentiation is achieved by varying length, complexity of assignment, or allotted time. 4. Effectiveness of Differentiated Lessons Student achievement is monitored through pre-tests, mastery of current level concepts, teacher observations, parent and/or student input, interest and learning style inventories, and counselor and/or grade level administrators input. Flexible grouping of students is also employed to meet individual needs and cooperative learning. 5. Communication of Differentiation/Acceleration Students are encouraged to realize their potential through communication of differentiation/acceleration possibilities through teacher conversations, parent/teacher conferences, progress reports, report cards, school newsletters, curriculum nights, and web pages. Communication to parents is completed, either in writing or verbally, a minimum of a quarterly basis. 6. Identifying Student Needs Student needs for acceleration are identified by assessing student abilities through pre-testing, mastery of current level concepts, teacher observations, parent and/or student input, interest and learning style inventories, and counselor and/or grade level administrators input. Instructional needs are identified and appropriate curricular and instructional methods implemented. 7. Improvement Recommendations Staff act upon recommendations for improvement in a timely manner. Staff dialogue at designated times throughout the year, regarding best practices for implementation of the acceleration policy. 12

13 Middle School Technology Education Equity Statement The Rockwood School District believes that it is the right of every student to receive equal opportunities in all educational programs and activities conducted by the district. It is the policy of the Board to accord equal considerations and impartial treatment regardless of race, color, national origin, ancestry, religion, socioeconomic status, sex, age or disability. In keeping with this policy, the district strives to ensure equitable programs, course offerings, services, facilities, and educational materials. In addition, the district promotes equal opportunities for educational development by equipping all students with technology, research/information processing, and job-preparedness skills. In order to promote equity, the Rockwood Department of Curriculum and School Leadership use the following codes* to identify equity and readiness in all curriculum documents: GE= Gender Equity RE= Racial/ Ethnic Equity D= Disability Equity T= Technology Skills R= Research/ Information Processing W= Workplace/ Job Preparedness A resource selection committee for each content area will evaluate educational material based on specific criteria including equity and readiness. The criteria checklist for this curriculum adoption is included in the Appendix. *Codes in this document will appear in the Facilitating Activities. 13

14 TECHNOLOGY COURSES 14

15 Middle School Technology Education Technology Course Overview Core Conceptual Objectives 6 th Grade Gateway to Technology 1. Students are introduced to the science of technology, tracing how science has affected technology throughout history. 2. Students will learn about the mechanics of motion. 3. Students will learn how energy is converted from one form to another. 7 th Grade Robotics and Modeling 1. Students will be introduced to automation and robotics, tracing the history and development, and then projecting how this technology will evolve in the future. 2. Students will learn about structures, energy transfer, and machine automation made possible by the introduction of control systems driven by computer programs. 3. Students will identify the educational pathways necessary to be prepared for careers in the engineering fields. 4. Students will learn the basic design process using a solid modeling software package. 5. Students will create models and documentation that represent solutions to problems. 6. Students will understand how modeling software has influenced our society and lives. 8 th Grade Multimedia and Electronics 1 Students will understand the impacts of technology on society and the environment. 2. Students will explore and incorporate the basic aspects of web design. 3. Students will understand and apply the elements of digital editing. 4. Students will understand and apply the elements of flight simulation. 5 Students will understand and apply the elements of computer animation. 6. Students are introduced to electricity and electronics. 7. Students will learn how electrons produce electromotive force. 8. Students will design simple circuits to sense real world conditions. 9. Students will explore the implications of electricity in society. 15

16 Sixth Grade Gateway to Technology CCO# National Technology Content Standards CCO Cross References National Science Content Standards National Mathematics Content Standards Missouri Show-Me Standards (Content and Process) 1 1.1, 2.3, CA3, CA6, SC2, SC8,1.2, 1.4, 1.8, 2.1, 2.4, 3.1, 3.2, 3.6, , , 4.1, , 5.1, 5.3, 7.2, 7.3, 8.1, 8.2, 8.3, , 2.2, 2.3, 2.4, 5.3, , 2.4, 2.6, 3.5, 5.1, 5.3, 5.4, 5.5, 5.6 Seventh Grade Robotics and Modeling CCO# National Technology Content Standards National Science Content Standards National Mathematics Content Standards CA3, CA4, MA1, MA4, SC1, SC2, 1.2, 1.4, 1.5, 1.10, 2.7, 3.1, MA1, MA2, MA3, SC1, 1.2, 1.4, 2.5, 2.7, 3.1, 3.2, 3.4, 3.6 Missouri Show-Me Standards (Content and Process) 1 1.1, 2.3, CA3, CA4, SC1, SC2, SC8, 1.1, 1.2, 1.4, 1.5, 1.8, 1.10, 2.1, 2.5, 3.1, 3.2, 3.6, 3.7, 3.8, , 3.3, 4.1, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, , 2.2, 2.3, 2.4, 2.6, 3.5, 3.6, , 3.1, 4.1, 6.2, 6.3 MA1, MA2, SC1, SC2, 1.2, 1.3, 1.4, 1.8, 2.1, 2.5, 3.4, , , CA3, CA4, SC8, 1.4, 2.1, , 3.2, 3.3, 4.1, , 1.2, 4.1, 4.2, , 2.3, 3.1, 3.3, 3.4, 4.1, 4.2, 5.1, 5.3, 6.1, 6.2, 6.3, 6.4, 7.2, 7.3, 7.4, 8.1, 10.1, 10.2 MA1, MA3, MA6, SC7, 1.4, 1.8, 1.10, 2.1, 2.3, 2.5, 2.7, 3.1, 3.2, 3.3, 3.6, , , 4.1, , 2.3, 3.1, 3.2, 3.4, 4.1, 4.2, 6.1, 6.2, 6.4, 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4, 9.1, 10.1, 10.2, 10.3 CA6, MA2, MA4, 1.1, 1.3, 1.4, 1.6, 1.8, 2.1, 2.5, 2.7, 3.2, 3.3, 3.4, 3.6, 3.7, , 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 4.3, 5.1, , 3.5, 3.6, 4.1, 4.2, 5.1, 5.3, 5.4, 5.5, 5.6, 6.1, , 4.1, 6.2, 7.2, CA6, SC8, 1.4, 2.1, 2.7, 3.1, 3.2, 3.3, 3.7, 3.8,

17 Eighth Grade Multimedia and Electronics CCO# National Technology Content Standards 1 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 4.3, 5.1, , 2.1, 2.2, 2.3, 2.4, 3.1, 4.2, 5.4 National Science Content Standards 1.2, 3.5, 3.6, 4.1, 4.2, 5.1, 5.3, 5.4, 5.5, 5.6, 6.1, 6.3 National Mathematics Content Standards 1.1, 1.3, 4.1, 5.1, 5.2, 5.3, 5.4, 6.2, 6.3, 6.4, 7.2, 10.3 Missouri Show-Me Standards (Content and Process) CA3, CA4, CA6, SC8, 1.1, 1.2, 1.4, 1.5, 1.8, 1.10, 2.1, 2.5, 3.1, 3.2, 3.6, 3.7, 3.8, , 3.4, 6.3 MA1, 1.4, 1.6, 1.8, 1.10, 2.1, 2.3, 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.7, , 2.2, 2.3, 4.3, , 3.1, 3.3, 3.4 MA1, 1.4, 1.6, 1.8, 1.10, 2.1, 2.3, 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.7, , 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.2, 3.3, 4.2, 5.3, , 2.3, 2.4, 3.1, 4.3, , 2.4, 2.6, 4.1, 4.2, 5.6, 6.1, 6.2, , 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 4.1, 4.2, 5.1, 5.3, 5.4 MA1, MA2, MA3, SC1, SC2, 1.2, 1.3, 1.4, 1.8, 2.1, 2.5, 3.4, , , 2.1, 3.1, 3.2, 3.4 MA1, MA2, 1.4, 1.6, 1.8, 1.10, 2.1, 2.3, 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.7, , 1.3, 4.1, , 2.3, , 2.1, 2.3, 5.1, 6.1, 10.3 CA3, MA1, SC1, 1.2, 1.3, 1.8, 2.5, 3.1, 3.2, 3.6, , , 2.5, , 2.3, 4.1, 5.1, 5.3, 7.2, 10.3 MA4, SC1, SC7, 1.2, 1.4, 1.5, 1.10, 2.7, 3.1, , 3.3, 4.2, 5.4, , 2.4, 2.6, 4.1, , 1.2, 1.3, 2.1, 2.2, 2.3, 5.1, 5.2, 6.1, 6.2, 6.3, 6.4 MA1, MA2, MA3, MA4, SC1, SC7, 1.1, 1.3, 1.4, 1.6, 1.8, 2.1, 2.5, 2.7, 3.2, 3.3, 3.4, 3.6, 3.7, , , , 8.3, 9.3 CA3, CA4, CA5, CA6, SC8, 1.4, 2.1, 2.7, 3.1, 3.2, 3.3, 3.7, 3.8, 4.8 Note: Copies of each Content Standards are included in the Appendices to this document. 17

18 Middle School Technology Education Sixth Grade Gateway to Technology You will learn how technology affects your world. Hands-on activities may include building simple machines, creating an energy display, constructing a device that shows energy conversion (such as an air racer and a Rube Goldberg machine), and creating a communication presentation. 18

19 Gateway to Technology CCO #1 (Core Conceptual Objective): Students are introduced to the science of technology, tracing how science has affected technology throughout history. Essential Content and Skills: 1. Students will learn the elements of team building: cooperative effort, positive attitude, alternative solutions techniques, willingness to help, and be willing to do what needs to be done for the good of the team. 2. Students will understand the relationship between science and technology. 3. Students will learn and investigate the impact of technology on society. 4. Students will recognize and utilize various technology resources. 5. Students will understand and use the problem-solving process. Facilitating Activities: Students may: 1. Utilizing the internet to research a product (3) (T). 2. List inventors (1). 3. Import graphics (3). 4. Develop a timeline (5). ALA (Application Level Assessment): Students will create presentation depicting the evolution of a chosen product. 19

20 SCORING GUIDE FOR PRESENTATION Outcome Distinguished Proficient Progressing Needs Improvement Category 4 Points 3 Points 2 Points 1 Point Thoroughly and Adequately states the States most of the States few main points Content clearly states the main main points and details main points and details and details that focus points and precise details that are accurately focused on the project. that are accurately focused on the design project. that focus on the design project. May include some unnecessary information. on the design project, or information does not relate to the topic. Organization Delivery Preparation Written Clearly organized into a logical sequence. Excellent use of an outline. Excellent introduction and conclusion. Effectively and creatively delivers the information while staying on the topic and considering the audience. Uses voice variation; Interesting and vivid to hear. Presentation shows detailed preparation and practice in delivery including use of voice, posture, eye contact, gestures, pacing and use of pictures, graphs, computer models, etc. Interesting and vivid. Adequate evidence of a logical sequence of information. Good use of an outline. Satisfactory introduction and conclusion. Adequately delivers the information while staying on the topic and considering the audience. Speaks clearly and confidently. Presentation shows satisfactory preparation as well as practice in delivery including use of voice, posture, eye contact, gestures and pacing. Some use of pictures, graphs, computer models, etc. Clearly and Adequately describes completely describes the design process, the design and the including most of the design process, necessary information including all the in a correct order. necessary information Good use of sections in the most appropriate and divisions. Good order. Excellent use of use of content sections and divisions. vocabulary. Excellent use of content vocabulary. Fair evidence of a logical sequence of information. Some use of an outline. Weak introduction and conclusion. Delivers the information but does not stay on the topic. Little consideration of the audience. Uses incomplete sentences. Presentation shows some preparation as well as some practice in the delivery including marginal use of voice, posture, eye contact, gestures, pacing and marginal use of pictures, graphs, computer models, etc. The design and design process is not clearly described, includes most necessary information but the order is not correct. Few sections and divisions. Fair use of vocabulary. Minimal or no outline followed. No logical organization; some digressions. Unclear, confusing. No introduction or conclusion. Little or no attempt is made to stay on the topic. Does not consider the audience. Difficult to understand. Presentation is lacking in preparation and in practice of the delivery including use of voice, posture, eye contact, gestures, packing and little or no use of pictures, graphs, computer models, etc. Difficult to hear. Appears tense. Fidgets often. The design and design process is not described, includes very few pieces of necessary information. Minimal or no sections and divisions. Weak or no use of content area vocabulary. 20