SCIENCE-10 SELECTIVE UNIT (S01) (Engineering and Design: Technology in Society) (July 2018) Unit Statement: The key to successful STEM (Science, Technology, Engineering, and Math) teaching is the integration of science, math, and technology. In STEM careers, scientists don’t do science and applied mathematicians don’t do math, instead they only only work across disciplines. So, to mirror the work of STEM professionals and increase college and career readiness, it’s important that students experience real-world, integrated projects in the classroom. Engineering bridges all of the STEM disciplines and provides students with authentic opportunities to think and act like engineers and scientists. In this unit, students will explain how society affects the evolution and development of technology, describe positive and negative, planned and unintended consequences of technology, and explain trade-offs. Assessments are based on process, not end results. Student designs and solutions may vary greatly. (NOTE: most of the questions that will be used for exploration are Essential Question: questions that the students will generate themselves. However, at the end of this unit, all students should have a deeper understanding of the following questions.) How does Technology affect Society? Essential Outcomes: (must be assessed for mastery) Using unit appropriate phenomena: The Student Will generate scientific questions to identify a problem (SD 28-29, 3I-3L, 43, 68-69). TSW identify criteria and constraints in developing solutions to their problem (SD 32-33). TSW design a possible solution to the problem (SD 3I-3L, 32-33, 38-40). TSW collaborate with a team to build a scale model of the problem to get a better understanding of how a solution might work or if the solution will work (SD TSW describe ways in society has caused changes in the design of cars (or another technology) over time (SD 48-51). TSW explain how tradeoffs have played a role in changing car designs (or another technology) (SD 60-62). TSW communicate why most technologies have both positive and negative effects (SD 52-55).
SCIENCE-10 SELECTIVE UNIT (S01) (Engineering and Design: Technology in Society) (July 2018) Unit Statement: The key to successful STEM (Science, Technology, Engineering, and Math) teaching is the integration of science, math, and technology. In STEM careers, scientists don’t only do science and applied mathematicians don’t only do math, instead they work across disciplines. So, to mirror the work of STEM professionals and increase college and career readiness, it’s important that students experience real-world, integrated projects in the classroom. Engineering bridges all of the STEM disciplines and provides students with authentic opportunities to think and act like engineers and scientists. In this unit, students will explain how society affects the evolution and development of technology, describe positive and negative, planned and unintended consequences of technology, and explain trade-offs. Assessments are based on process, not end results. Student designs and solutions may vary greatly. Essential Question: (NOTE: most of the questions that will be used for exploration are questions that the students will generate themselves. However, at the end of this unit, all students should have a deeper understanding of the following questions.) How does Technology affect Society? Essential Outcomes: (must be assessed for mastery) Using unit appropriate phenomena: The Student Will generate scientific questions to identify a problem (SD 28-29, 3I-3L, 43, 68-69). TSW identify criteria and constraints in developing solutions to their problem (SD 32-33). TSW design a possible solution to the problem (SD 3I-3L, 32-33, 38-40). TSW collaborate with a team to build a scale model of the problem to get a better understanding of how a solution might work or if the solution will work (SD TSW describe ways in society has caused changes in the design of cars (or another technology) over time (SD 48-51). TSW explain how tradeoffs have played a role in changing car designs (or another technology) (SD 60-62). TSW communicate why most technologies have both positive and negative effects (SD 52-55).
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