Time Frame for Completion: (23) 43 minutes classes 1 Enduring Understandings / Big Ideas: A system is a group of interrelated components that collectively achieve a desired goal. All technological systems depend on the effective interaction of subsystems to solve problems and extend human capabilities. Essential Questions: How do all the different parts in a system make the system work? Why can an entire system break down because only one part fails? How is making a new device different from improving an existing one? What are the tasks that the different parts of a system perform? Learning Competencies - What the students will know and be able to do upon completion of the unit Supportive Learning Activities Assessments Resources PDE Academic Standards Students will explain that new products and systems can be developed to solve problems or to help do things that could not be done without the help of technology. Students will explain why the development of technology is a human activity and is the result of individual or collective needs and the ability to be creative. Students will compare and contrast natural and human-made systems. Students will describe how parts or components of a system work together to accomplish a goal. Students will define the term system. Teaching Strategies - Large Group Demos Large Group Instruction Small Group Instruction Individualized Instruction Multimedia Presentations* Journal Writing Hands-On Activities Cooperative Learning Learning Activities Research Students will conduct research to develop knowledge base for STEM design challenges.* Journal Entries Students will complete Engineering Journal Entries. Electronic journals will be utilized during lessons and design activities.* Design Challenges Formative: Check for understanding questions will be utilized during large group instruction. Students will be asked open-ended questions during small group and individualized instruction to check for understanding. Students will be required to complete electronic journal questions that are assessed during multimedia presentations. Students will demonstrate proper use of tools and design concepts while completing design challenges. Students will complete journal entries. Electronic and paper journal entries Teacher Resources: Engineering by Design Curriculum: Technology Systems Teacher generated instructional materials Tech lab equipment, tools and materials. Software Applications: Microsoft Office Adobe Acrobat Auto CAD Google Sketchup Student Resources: Tech Lab Tools and Equipment Computer Network Student workstations MS Software Design Tools Calculators Internet Access Research Instructor s Website See Addendum for Details Science Technology Engineering 3.2.8.B1 3.2.8.B2 3.2.8.B4 3.2.8.B6 3.4.8.A1 3.4.8.A2 3.4.8.A3 3.4.8.C1 3.4.8.C2 3.4.8.C3 3.4.8.D1 3.4.8.D2 3.4.8.E3 3.4.8.E5 Mathematics 2.1.8 B 2.1.8 C 2.2.8 B 2.2.8 C 2.3.8 B 2.3.8 C
Time Frame for Completion: (23) 43 minutes classes 2 Students will make a twodimensional representation of a technological system. Students will disassemble a common product and identify the common systems and subsystems found inside. Students will analyze precision, accuracy, and approximate error in measurement situations. Students will contribute to a group endeavor by offering useful ideas, supporting the efforts of others, and focusing on the task. Students will identify requirements that are placed on the development of a system. Students will describe how the design and construction of structures for service or convenience have evolved from the development of techniques for measurement, controlling systems, and the understanding of spatial relationships. Students will differentiate Students will complete the Systems Mag-Lev Design Challenge. Students will complete the CO2 Dragster Design Challenge. Students will complete final Mag-Lev drawings using Auto CAD.* Students will complete final CO2 dragster drawings using Auto CAD.* Students will manufacture CO2 dragster bodies using CAD/CAM software on a CNC milling machine.** Career Exploration Students will review, reflect, and write about careers related to engineering and transportation technology systems. Test Students will complete a post test. Self Evaluation Students will complete a self evaluation form at the end of the unit. will be evaluated and assessed. Wida Access Placement Test (W-APT) Summative: Students will complete The Mag-Lev Engineering Design Challenge for final evaluation. Students will complete the CO2 Dragster Design Challenge for final evaluation. Students will complete a set of drawings for each design challenge. Supplemental Resources: ESL staff Bilingual dictionaries ELL: http://www.cal.org/siop: Fifty Strategies for Teaching; English Language Learners, 2 nd edition; Adrienne Herrell, Michael Jordan; (Merrill/Prentice Hall, 2003) 2.3.8 D 2.3.8 F 2.4.8 A Reading, Writing, Speaking, Listening 1.1.8D 1.1.8F 1.2.8A 1.4.8B 1.6.8A 1.6.8C 1.6.8D 1.6.8E 1.6.8F 1.8.8B Career Education 1.3.1.8A 1.3.1.8B Common Core Standards RST 3.5.6-8.C RST 3.5.6-8.D WST 3.6.6-8.C WST 3.6.6-8.E WST 3.6.6-8J.I ELA 1.2.7.L ELA 1.4.8.F ELA1.4.8.U ELA 1.4.8.V Student Interpersonal Skills 16.1.8.B 16.1.8.C 16.1.8.D 16.2.8.C
Time Frame for Completion: (23) 43 minutes classes 3 between invention and innovation. Students will describe systems in terms of inputs, processes, outputs, and at times, feedback. Students will explain that an open-loop system has no feedback path and requires human intervention, while a closed-loop system uses feedback. Students will use systems thinking to consider how every part relates to another in a system. 16.2.8.D 16.3.8.A 16.3.8.C Every Teacher Teaches ESL ELP Standard 1: English Language Learners communicate in English for social and instructional purposes within the school setting. ELP Standard 2: English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. Students will explain that technological systems can be connected to one another, and provide examples. Students will analyze and create a concept map of a human-made system. Students will present information in the form of a poster. Students will conduct research for scientific, mathematic and historic information relevant to inventions and innovations
Time Frame for Completion: (23) 43 minutes classes 4 of the past and their design challenges.*
Time Frame for Completion: (23) 43 minutes classes 5 Addendum * Activity requires the purchase of computers and software. ** Activity requires the purchase of CNC milling machine. Science and Technology and Engineering Standards 3.2.8.B1 Explain how inertia is a measure of an object s mass. Explain how momentum is related to the forces acting on an object. 3.2.8.B2 Identify situations where kinetic energy is transformed into potential energy, and vice versa. 3.2.8.B4 Compare and contrast atomic properties of conductors and insulators. 3.2.8.B6 PATTERNS Explain how physics principles underlie everyday phenomena and important technologies. 3.4.8.A1 3.4.8.A2 3.4.8.A3 3.4.8.C1 3.4.8.C2 3.4.8.C3 3.4.8.D1 3.4.8.D2 3.4.8.E3 3.4.8.E5 Analyze the development of technology based on affordability or urgency. Explain how controls are steps that people perform using information about the system that causes systems to change. Compare how a product, system, or environment developed for one setting may be applied to another setting. Evaluate the criteria and constraints of a design. Explore the design process as a collaborative endeavor in which each person in the group presents his or her ideas in an open forum. Analyze how a multidisciplinary (STEM) approach to problem solving will yield greater results. Test and evaluate the solutions for a design problem. Operate and maintain systems in order to achieve a given purpose. Examine power systems are used to drive and provide propulsion to other technological products or systems. Describe how governmental regulations influence the design, operation and efficiency of transportation systems. Mathematics 2.1.8 B Represent and use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, exponents, scientific notation, square roots, absolute values). 2.1.8 C Use ratio and proportion to model relationships between quantities. 2.2.8 B Add, subtract, multiply, and divide different kinds and forms of rational numbers including integers, decimal fractions, percents, and proper and improper fractions. 2.2.8 C Use the order of operations to evaluate numerical expressions. 2.3.8 B Develop strategies for determining areas and volumes of compound shapes and solids.
Time Frame for Completion: (23) 43 minutes classes 6 2.3.8 C Calculate volume, surface area, and degrees of angles; calculate circumference and area of circles, and use a measurement formula to solve for a missing quantity. 2.3.8 D Perform conversions within the metric system and within the customary system including scale measurements, between units of time and between units of temperature. 2.3.8 F Estimate and verify measurements of rate and mass. 2.4.8 A Draw inductive and deductive conclusions within mathematical contexts. Reading, Writing, Speaking and Listening 1.1.8D Identify basic facts and ideas in text using specific strategies (e.g., recall genre characteristics, set a purpose for reading, generate essential questions as aids to comprehension and clarify understanding through rereading and discussion). 1.1.8F Understand the meaning of and apply key vocabulary across the various subject areas. 1.2.8.A - Read and understand essential content of informational texts and documents in all academic areas. 1.4.8B 1.6.8.A 1.6.8.C 1.6.8D 1.6.8E Write multi-paragraph informational pieces (e.g., letters, descriptions, reports, instructions, essays, articles, interviews). Include cause and effect. Develop a problem and solution when appropriate to the topic. Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs). Use primary and secondary sources. Listen to others. Speak using skills appropriate to formal speech situations. Contribute to discussions. Ask relevant, probing questions. Respond with relevant information, ideas or reasons in support of opinions expressed. Listen to and acknowledge the contributions of others. Adjust tone and involvement to encourage equitable participation. Clarify, illustrate or expand on a response when asked. Present support for opinions. Paraphrase and summarize, when prompted. Participate in small and large group discussions and presentations. Initiate everyday conversation.
Time Frame for Completion: (23) 43 minutes classes 7 1.6.8F 1.8.8.B Select a topic and present an oral reading. Conduct interviews as part of the research process. Organize and participate in informal debates. Use media for learning purposes. Describe how the media provides information that is sometimes accurate, sometimes biased based on a point of view or by the opinion or beliefs of the presenter. Analyze the role of advertising in the media. Create a multimedia (e.g., film, music, computer-graphic) presentation for display or transmission. Locate information using appropriate sources and strategies. Career Education 1.3.1.8A Relate careers to individual interests, abilities, and aptitudes. 1.3.1.8B Relate careers to personal interests, abilities and aptitudes. Common Core Standards Reading in Science & Technology RST 3.5.6-8.C Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST 3.5.6-8.D Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. Common Core Standards Writing in Science & Technology WST 3.6.6-8.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WST 3.6.6-8.E Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WST 3.6.6-8J.I Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Common Core Standards English Language Arts ELA 1.2.7.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
Time Frame for Completion: (23) 43 minutes classes 8 ELA 1.4.8.F ELA1.4.8.U ELA 1.4.8.V Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Time Frame for Completion: (23) 43 minutes classes 9 *Zone of Proximal Development: That area between what the student is capable of at the moment and the point you want the student to reach next (Vygotsky, 1978) Stages of Second Language Acquisition: (Hill, J., Flynn, K., 2006) Stage Characteristics Approximate Time Frame Teacher Prompts Preproduction PDE: Entering The student Has minimal comprehension Does not verbalize Nods yes and no Draws and points 0-6 months Show me Circle the Where is? Who has? Early Production PDE: Beginning Speech Emergence PDE: Developing Intermediate Fluency PDE: Expanding Advanced Fluency: PDE: Bridging The student Has limited comprehension Produces one- or two-word responses Participates using key words and familiar phrases Uses present-tense verbs The student Has good comprehension Can produce simple sentences Makes grammar and promunciation errors Frequently misunderstands jokes The Student Has excellent comprehension Makes few grammatical errors The student has a near native level of speech. 6 months to 1 year Yes/no questions Either/or questions One-or two-word answers Lists Labels 1-3 years Why? How? Explain Phrase or short-sentence answers 3-5 years What would happen if? Why do you think? 5-7 years Decide if Retell