FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue … · Educational Products: Ev3 Core Set Web...
Transcript of FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue … · Educational Products: Ev3 Core Set Web...
FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue
Freehold, NJ 07728 Monmouth County
Office of Curriculum & Instruction
Technology Education Curriculum Guide Grades 6-8 Course Codes: 6610, 7610, 8610
Board of Education Adoption Date: August 11, 2014
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Table of Contents
Title Page
Board Members
Administration
Curriculum Committee
Table of Content
District Mission
Philosophy Statement
General Curriculum & Instruction Objectives
Course Description
Curriculum Standards
Recommended Texts/Materials
Pacing Guide
Curriculum Units
Appendix A: New Jersey Core Curriculum Content Standards: Technology
Appendix B: New Jersey Technology Assessment for Proficiency & Integration General Rubric
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Freehold Borough Board of Education
Mrs. Annette Jordan, President Dr. Michael Lichardi, Vice President
Mr. Paul Ceppi
Mrs. Susan Greitz
Mr. James Keelan
Mrs. Maureen MacCutcheon
Mr. Bruce Patrick
Mrs. Margaret Rogers
Mrs. Michele Tennant
District Administration
Rocco Tomazic, Ed. D., Superintendent
James Strimple, Interim School Business Administrator
Cheryl Young, Director of Curriculum & Instruction
Jennifer O’Shea, Director of Special Programs
Jennifer Donnelly, Supervisor of Technology & Assessment / Supervisor of Instruction – Gifted & Talented
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
Will Smith, Principal – Freehold Learning Center
Curriculum Committee
Jennifer Donnelly, Supervisor of Instructional Technology & Assessment
Joanna Papadopoulos, Teacher of Technology Education
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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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
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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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.
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Course Description
This course is designed to introduce the students to the foundation of technology education as it is aligned to the NJCCS. 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
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.
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.
Textbooks / Materials
Educational Products: Ev3 Core Set 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 iPad Applications: LEGO MINDSTORMS 3D Builder, LEGO MINDSTORMS Robot Commander
Benchmark Assessments
Technology Literacy Assessment Project Based Design Challenges
Grades 6 - 8
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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SCOPE OF NJ CCCS 8.1 (NJ CCCS 8.1 - COMPUTER AND INFORMATION LITERACY)
Basic Computer Skills and Tools ................................... Application of Productivity Tools
BASIC COMPUTER SKILLS AND TOOLS APPLICATION OF PRODUCTIVITY TOOLS
- concept / skill is introduced and practiced in integration with the core curriculum subjects (i.e. Mathematics, Language Arts, Science, Social Studies, Health/Physical Education, Visual/Performing Arts, and World Language)
CURRICULUM INTEGRATION Arts (Visual and Performing) Language Arts Literacy Social Studies Comprehensive Health and Physical Education Mathematics World Language Science
PROBLEM SOLVING SKILLS
PROCEDURAL
KNOWLEDGE
CONCEPTUAL UNDERSTANDING
K
N O W L E D G E
S K I L L
S
AND
Basic
Opera
tions a
nd C
oncepts
(e.g
. D
ata
In
pu
t, K
eybo
ard
ing,
etc
.)
So
ftw
are
Ap
plic
ation
s
(e.g
. W
ord
Pro
cessin
g, In
tern
et
Usa
ge,
Spre
ad
she
ets
,
Da
tab
ase C
once
pts
and U
sa
ge
, P
ublic
ation
s a
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sen
tatio
ns)
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blem
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ving
and
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isio
n M
akin
g T
ools
(e.g
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ime
Lin
er
soft
ware
, g
rap
hic
org
an
ize
r)
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rmation A
ccess R
esearc
h T
ools
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tern
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on
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efe
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ate
rials
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lobe)
S
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thic
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nd H
um
an Issues
(e.g
. A
ccepta
ble
Use P
olic
y,
Inte
rnet a
nd E
-ma
il etiqu
ette)
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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G R
A D
E
Tec
hn
olo
gy v
oca
bu
lary
Un
der
stan
din
g an
d u
sin
g fe
atu
res
of
an
op
era
tin
g s
yst
em
Gra
de
app
rop
riat
e ef
fect
ive
inp
ut
of
tex
t a
nd
da
ta.
Use
fil
es,
fo
lde
rs, o
r n
etw
ork
re
sou
rce
s to
st
ore
or
retr
iev
e d
ata
.
Use
co
mp
ute
r ic
on
s.
Cre
ate,
org
aniz
e an
d m
anip
ula
te s
ho
rtcu
ts.
Pro
du
ce g
rad
e a
pp
rop
ria
te d
ocu
me
nts
u
sin
g ag
e ap
pro
pri
ate
soft
war
e.
Cre
ate
and
use
gra
ph
ic o
rga
niz
ers
to
cre
ate,
co
nst
ruct
or
des
ign
a d
ocu
men
t.
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n a
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ata
ba
se, d
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inp
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dat
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rod
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a r
epo
rt u
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g so
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uer
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nd
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terp
ret
grap
hs
and
ch
arts
by
ente
rin
g d
ata
on
a s
pre
ad
she
et.
Me
rgin
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nfo
rma
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rom
on
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ocu
men
t to
an
oth
er.
Cre
ate
and
pro
du
ce a
gra
de
app
rop
riat
e m
ult
ime
dia
pre
sen
tati
on
/pro
ject
.
Pro
du
ce a
nd
ed
it p
age
lay
ou
ts i
n d
iffe
ren
t fo
rmat
s u
sin
g d
esk
top
pu
bli
shin
g a
nd
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rap
hic
s so
ftw
are
.
Fil
e d
ev
elo
pm
en
t fo
r w
eb
site
or
we
bp
ag
e
incl
usi
on
Exp
lain
th
e p
urp
ose
of
an A
cce
pta
ble
Use
P
oli
cy a
nd
co
nse
qu
en
ce f
or
ina
pp
rop
ria
te
use
of
tech
no
log
y.
Pra
ctic
e sa
fe i
nte
rnet
usa
ge
and
ap
pro
pri
ate
inte
rne
t a
nd
em
ail
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qu
ett
e
Dem
on
stra
tin
g an
un
der
stan
din
g o
f cu
rren
t an
d f
utu
re t
ech
no
log
y i
mp
act
on
so
cie
ty.
Re
cog
niz
e, e
xh
ibit
so
cia
l., l
eg
al
an
d
eth
ica
l b
eh
av
iors
wh
en
usi
ng
in
form
ati
on
a
nd
te
chn
olo
gy
; un
der
stan
ds
con
seq
uen
ces
for
mis
use
(i.e
. pla
gia
rism
of
cop
yri
ghte
d
mat
eria
l)
Ma
ke
in
form
ed
ch
oic
es
am
on
g t
ech
no
log
y
reso
urc
es
in a
var
iety
of
con
text
s.
Ch
oo
se a
pp
rop
ria
te t
ech
no
log
y
info
rma
tio
n r
eso
urc
es
to s
up
po
rt
rese
arc
h a
nd
so
lve
re
al
wo
rld
pro
ble
ms.
Ide
nti
fy a
nd
use
ap
pro
pri
ate
, acc
ura
te
an
d r
ele
va
nt
ele
ctro
nic
in
form
ati
on
so
urc
es
to s
olv
e r
ea
l p
rob
lem
s
Co
mp
ose
, se
nd
, an
d o
rga
niz
e e
ma
il
me
ssa
ge
s w
ith
an
d w
ith
ou
t at
tach
men
ts.
Lo
cate
sp
eci
fic
info
rma
tio
n b
y s
ea
rch
ing
a
da
tab
ase
; ev
alu
ate
th
e a
ccu
racy
an
d
rele
va
nce
of
tha
t in
form
ati
on
.
Uti
lize
an
d m
an
ipu
late
co
mp
ute
r a
pp
lica
tio
ns
to i
nd
ep
en
de
ntl
y o
r co
lla
bo
rati
ve
ly s
olv
e p
rob
lem
s.
Iden
tify
ha
rdw
are
pro
ble
ms
and
su
gges
t so
luti
on
s to
so
lve
them
.
Ide
nti
fy a
pro
ble
m a
nd
fo
rmu
late
a
stra
teg
y t
o s
olv
e t
he
pro
ble
m u
sin
g
tech
no
log
y t
oo
ls, b
rain
sto
rmin
g,
flo
wch
art
ing
, an
d a
pp
rop
riat
e re
sou
rces
.
Inte
gra
te n
ew
in
form
ati
on
in
to a
k
no
wle
dg
e b
ase
an
d c
om
mu
nic
ate
th
e
resu
lts
in a
pro
ject
or
pre
sen
tati
on
.
K 1 2 3 4 5 6 7 8 9
10 11 12
Basic Operations and Concepts Software Applications Social, Ethical, and Human Issues
Information Access Research Tools
Problem Solving and Decision Making Tools
Pacing Guide (Scope & Sequence – M43, M44)
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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COMPUTER LITERACY
UNIT 1 Basic Computer Applications/Keyboarding 7 sessions
UNIT 2 Intro to Robotics 3 sessions
UNIT 3 Word Processing 5 sessions
UNIT 4 Digital Citizenship/Internet Research 10 sessions
UNTI 5 Spreadsheets 5 sessions
UNIT 6 Multimedia Presentation 10 sessions
UNIT 7 Graphic Design 5 sessions
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Pacing Guide (Scope & Sequence – M43, M44) LEGO MINDSTORM EV3 (STEM Curriculum)
UNIT 1 INTRODUCTION TO ENGINEERING DESIGN & TECHNOLOGY 5 sessions
UNIT 2 THE DESIGNED WORLD 5 sessions
UNIT 3 ROBOTICS INTRODUCTION 5 sessions
UNIT 4 CIRCUITS AND COMPUTERS 5 sessions
UNTI 5 PARTS OF A ROBOT- HARDWARE, SOFTWARE, & FIRMWARE 5 sessions
UNIT 6 ROBOTIC PROGRAMMING 5 sessions
UNIT 7 ROBOTIC BUILDING TECHNIQUES 5 sessions
UNIT 8 MOVING & TURNING 5 sessions
UNIT 9 COMMUNICATION & COLLABORATION ENGINEERING DESIGN CHALLENGES
5 sessions
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Content Guide Unit: Basic Computer Applications/Keyboarding Timeframe: 7 sessions Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Students will effectively model proper techniques to accurately input data using touch keyboarding while using specific features of an operating system.
4.0 Student can perform all functions on scale 3.0 and use touch keyboarding skills fluently without major errors.
3.0 Using touch keyboarding, student can properly select home row keys, top row keys, bottom row keys, shift features, and utilize the operating system and its common features.
2.0 Using touch keyboarding, student can properly select home row keys and utilize the operating system and its common features.
1.0 Student can identify the home row keys and the operating system in which they are using to perform data entry.
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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. 8.1.8.A.5- Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
The lesson may be broken down into digestible segments for students or the whole class as necessary. Students may also require visual aids to refer to throughout the lesson such as a keyboarding chart.
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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6th – 8th Keyboarding Develop and apply proper keyboarding techniques,
including safety methods to avoid repetitive strain injury. Students will identify and demonstrate proper keystrokes of
Home Row Keys; Students will identify and demonstrate proper keystrokes of
Anchor Keys while continuing to develop accuracy & speed in typing; 6th - 20WPM - 80% Accuracy
7th- 25WPM - 85% Accuracy
8th- 30WPM- 90% Accuracy
Students will identify and demonstrate proper keystrokes of Shift Key for Upper Case Letters and other symbols on Keys with double symbols;
Students will identify and demonstrate proper keystrokes of the Number Key Pad
Students will create, organize and manipulate shortcuts (ctrl>P, ctrl>X, ctrl>S, ctrl>C, ctrl>V, ctrl>I, ctrl>B, ctrl>U)
6th – 8th OS Operations & Related Application Students will be able to identify and demonstrate the
components of basic computer hardware and software Through “My Computer” or “Finder” icon on the desktop
students will create and delete folders within the H: drive; Identify saving, printing, and copy & paste functions
Introduce the productivity applications (MS Office & Google Apps) (Say how people use to collaborate)
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)
6th – 8th Grade: Practice drills for keys on the home row; Practice drills for keys on the right hand; Practice drills for keys on the left hand; Practice drills for anchor keys. Practice file open, edit, close & save Practice saving to H drive Practice file naming give examples jpeg, mp3, bmp, gif, pdf. 6th-8th Grade: Intro to file naming (purpose and vocabulary) Practice file storage & file data layout strategies 6th Grade: Identify & find examples of each 7th & 8th Grade:
Organizing students to practice and deepen knowledge through various types of visual/oral demonstrations. Provide online tutorials for students to practice with.
Desktop PC’s and peripherals Educational Websites
http://www.typingweb.com/teacherportal/
http://www.gcflearnfree.org/computers
http://quizlet.com/10469069/computer-terms-for-elementary-students-
flash-cards/
http://www.keybr.com/
http://www.powertyping.com/qwerty/lessonsq.html
http://www.bbc.co.uk/schools/typing/
http://www.abcya.com/kids_typing_games.htm
http://www.learninggamesforkids.com/keyboarding_games.html
http://www.funtotype.com/
http://www.sense-lang.org/typing/
http://www.typingtest.com/games.html
Supplemental Resources http://www.internet4classrooms.com/ http://iss.schoolwires.com/Page/37623 http://www.crews.org/curriculum/ex/compsci/keyboarding/ http://pages.cordovasd.org/itdept/ComputerLiteracy/pospaper.html http://www.techconnect.glencoe.com/techconnect/keyboarding/start.htm Glencoe Keyboarding with Computer Applications Textbook
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Produce each type of file (Paint, ABCYA-animate, built in recorder) Changing file locations, and (drag & drop)
Interdisciplinary Connections
Language arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
Why are proper keyboarding skills essential
and how will 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?
Success in the 21st-century is dependent on the ability to utilize 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.
Assessments Adaptations (M47, M48)
Baseline- Tech Lit Assessment / Keyboarding WPM & Accuracy Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive.
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Benchmark- Tech Lit Assessment/ Keyboarding WPM & Accuracy
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Content Guide Unit: Introduction to Robotics Timeframe: 3 sessions Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Students will understand the basics of Robotics as it relates to science, technology, engineering and mathematics (STEM) through the use of programming, mechanics, investigation activities and problem solving skills.
4.0 Student can use his/her knowledge to design a robot and document process using each aspect of the design continuum (design loop).
3.0 Student fully understands the features and functions of robotics.
2.0 Student has basic understanding of robotics and its components.
1.0 Student has basic understanding of robotics with prompted assistance.
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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.
The lesson may be broken down into digestible segments for students or the whole class as necessary. Students may also require additional domain specific vocabulary to ensure all students understand the content. Students may require visual 3D building instructions in order to create their own robot.
Students will be introduced to Robotics through
a Lego Mindstorms EV3 presentation
Students will apply the problem-solving process
to technological problems.
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Students will develop alternative solutions
Collaboratively work as a member of a design
team
Safely use tools, machines, and materials to
fabricate a working prototype.
Synthesize information and contribute toward
the team goal, while constructing a working
model safely (modeling & prototyping )
Apply concepts of force and motion to the results
of testing prototypes
Keep a written log stating the problem,
parameters, daily activities, drawings,
modifications, and testing results.
Demonstrate lab safety and organization
procedures
Apply mathematics to analyze and explain
testing results
Design the prototype solution for aesthetics and
function
Research information on the internet related to
sources of energy; how they are used; and
various sailing vessels.
Create a basic database for testing results.
Define and distinguish various systems in
technology.
Summarize that all systems have a goal in input,
a process, an output, and feedback.
Diagram simple systems
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4)
Resources (M45) / Technology (M46)
6th-8th Grade: Students will use the
design process to create &
maintain an engineering
notebook;
Students will define
domain specific
vocabulary;
Students will identify
design materials;
Students will understand
criteria and constraints.
Students will work collaboratively in a group setting to solve a problem / design challenge.
Optional: First Lego League
Competition / Technology Student Association Club
6th Grade: Given an introduction to robotics and programming. Be given a design challenge to create and program a simple robot and maintain an engineering notebook (design loop).
Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. Teacher will integrate science, technology, engineering, and math concepts into each design challenge. (Teacher is not limited to these instructional elements)
Desktop PC, Chromebooks, iPads, Lego Mindstorm EV3 Kits 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
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
Books: Beginning LEGO MINDSTORMS EV3 – Mark Rollins
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
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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7th Grade: Be given a design challenge to create a robot using 2 of the sensors and maintain an engineering notebook (design loop). 8th Grade: Be given a design challenge to create a robot using 3 sensors and maintain an engineering notebook (design loop).
Interdisciplinary Connections
Math, Science, Language Arts, Engineering, Technology
Unit Essential Questions Unit Enduring Understandings
What is Robotics and how does it affect our
everyday life?
How is the field of Robotics changing modern life?
What role of mechanical engineering and
computer science play in the creation of Robots?
How important is the Design Process used in
creating a Robot for s specific task?
How does one troubleshoot various unintended
(positive & negative) consequences and maintain
a robotic system?
What safety requirements is one expected to
uphold in the robotics laboratory?
How do robots use energy?
How is energy transformed?
Potential/Kinetic – Unified KE/PE
Energy Losses / Battery Energy
Energy Conservation / Energy Equations
The integration of mechanical engineering and computer science when creating a robot.
How the design process drives innovation(s).
Robot systems require troubleshooting and maintenance to ensure safe and proper function.
Safety is everyone's responsibility.
Engineering design is an interactive process with a defined cycle of steps.
Robots can be controlled in different ways.
Sensors allow robots to interact with the world.
Energy can be converted from one form to another.
Components of a robot can be changed to produce motion, speed, torque and acceleration.
Design and programming are processes that must consider all the systems within a robot
and the required task.
Failure is an important and valuable part of the engineering process.
Engineers work cooperatively in teams to accomplish a task.
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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How does a gear ratio impact robot speed and
force?
How to effectively collaborate as a team?
How to design robots for specific activities and
scenarios?
How to navigate the design software in an effort to
create a robot?
What are the necessary components used in
building a robot?
Assessments Adaptations (M47, M48)
Baseline- Robotics Test Formative- project based; electronic portfolio. Benchmark- Robotics Test
Students with Disabilities (M48)- Flexible grouping, Peer grouping, visual demonstration ELL’s (M47)- scaffolding, chunking the content Gifted & Talented- independent practice, enrichment assignments
Content Guide Unit: Word Processing Timeframe: 7 sessions Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
The student will create documents with advanced text formatting and graphics using word processing.
4.0 Student can create a word processing document independently and use enhanced features without instructional guidance.
3.0 Student can create a word processing document independently.
2.0 Student can create a word processing document following step-by-step instruction.
1.0 Student can create and word processing document only with instructional support.
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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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. Student will understand how to effectively use word processing in their daily lives. 8.1.8.A.1- Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.
Students will be able to identify the toolbars on a word processing.
Students will be able to create a document using these advanced features.
Students will be able to create & identify the parts of a letter and an email.
Students will be able to edit and revise documents for proper format.
The lesson may be broken down into digestible segments for students or the whole class as necessary. Students may also require additional domain specific vocabulary to ensure all students understand the content.
Instructional Guidance
Student Tasks/Activities (DQ 2-4) Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Grade 6th: Create a crossword puzzle using domain
specific vocabulary. Use a graphic organizer to take notes on
major parts of computer. Practice copy & paste, bolding, underlining,
and italicizing text Edit a table in MS Word using advanced
text formatting, shading, borders, and page border.
Grade 7: • Add a table in a word document. • Edit table by changing borders, shading
and adding page border. • Collect data from 25 students. • Add data to table in word document. Grade 8: • Create a document using advanced text
formatting - word art, mail merge, drop cap, and washout marks.
• Write a formal business (email) letter based on a topic of interest.
• Use the internet to research information to add to letter or brochure.
Optional: Newsletters, personal/business letters,
poster, table, report/outline
Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge.(Teacher is not limited to these instructional elements)
Desktop PC, Chromebooks Microsoft Word (2007/2010)or Google Docs YouTube MS Word Tutorial:
https://www.youtube.com/watch?v=3mH
3RL7gO78
ACF Learn Free MS Tutorial:
http://www.gcflearnfree.org/office2010/
word2010
Google Documents / Drive:
http://www.gcflearnfree.org/googledocu
ments
http://www.gcflearnfree.org/googledrivea
nddocs
Interdisciplinary Connections
Foreign Language, Social Studies, Language Arts
Unit Essential Questions Unit Enduring Understandings
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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What parts are used when composing a word processing
document? How are the parts of a letter organized? Why are correct grammar, mechanics, and word usage
essential in a word processing document? Why are editing and revising necessary when creating a word
processing document? Why are computer skills necessary when composing and
formatting a word processing document? Which skills are needed?
When composing business letters, use the correct letter parts and
organize and format the parts correctly. Use of correct grammar, mechanics, and word usage in word
processing documents creates a good impression. Editing and revising are necessary when composing all word
processing document parts so that all text is accurate. Word-processing skills are essential to produce professional-
looking documents.
Assessments Adaptations (M47, M48)
Baseline- Tech Literacy Assessment Formative- project based; electronic portfolio Benchmark- Tech Literacy Assessment
Students with Disabilities (M48)- Flexible grouping, Peer grouping, visual demonstration ELL’s (M47)- scaffolding, chunking the content Gifted & Talented- independent practice, enrichment assignments
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Content Guide Unit: Digital Citizenship/Internet Research Timeframe: 10 sessions Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Student will explain the purpose of an Acceptable Use Policy; describe safe Internet usage and describe/practice “etiquette” when using the Internet an electronic mail.
4.0 Student will distinguish safe and appropriate use and misuse of technology according to the AUP when making choices while working independently.
3.0 Student will exhibit an understanding of the district’s AUP through the safe and appropriate use of technology when completing school work.
2.0 Student conveys (i.e.- verbally, graphically) an understanding of safe and appropriate use and misuse of technology according to the approved district Acceptable Use Policy (AUP) and knows the consequences of misuse.
1.0 Student is unable to perform task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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. 8.1.8.B.1- Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service). 8.1.8.C.1- Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.
The lesson(s) may be broken down into digestible segments for students or the whole class as necessary. Students may also require additional domain specific vocabulary to ensure all students understand the content. Teacher will provide multiple means of visual and auditory reinforcement.
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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8.1.8.D.1-Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. 8.1.8.D.2- Summarize the application of fair use and Creative Commons guidelines. 8.1.8.D.3- Demonstrate how information on a controversial issue may be biased. 8.1.8.E.1- Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.
Internet Safety
Privacy & Security
Relationships & Communication
Cyberbullying
Digital Footprint & Reputation
Self-image & Identity
Information Literacy
Creative Credit & Copyright
Instructional Guidance
Student Tasks/Activities (DQ 2-4) Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)
6th Grade: Define domain specific vocabulary
Digital Life 101- Students are introduced to
the 24/7, social nature of digital media and
technologies, and given basic vocabulary and
knowledge for discussing the media
landscape.
Strategic Searching- Students learn that to
conduct effective and efficient online
Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge.(Teacher is not limited to these instructional elements)
Educational Websites: Commonsensemedia – Digital Citizenship
Curriculum
GCF Learn Free - Internet Safety
What is Malware?
Digital Literacy and Citizenship
WIPO - Intellectual Property
MIT - Inventor's Handbook
USPTO - Patent & Trademark Office
EOP- European Patent Search
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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searches, they must use a variety of searching
strategies.
Scams & Schemes – Students learn strategies
for guarding against identity theft and scams
that try to access their private information
online.
Cyberbullying- Students learn about the
difference between being a passive bystander
vs. a brave upstander in Cyberbullying
situations.
A Creator’s Rights: Students are introduced to
copyright, fair use, and the rights they have
as creators.
7th Grade: My Media- Students review their media habits
and the array of media they use on a weekly
basis, and reflect on the role of digital media
in their lives.
A Creator’s Responsibilities- Students reflect
on their responsibilities as creators and users
of creative work.
Safe Online Talk- While acknowledging the
benefits of online talk and messaging,
students learn how to handle situations or
online behavior which may make them feel
uncomfortable.
Which Me Should I Be? – Students learn that
presenting themselves in different ways
online carries both benefits and risks.
Gender Stereotypes Online- Students analyze a
“Dress Up Your Avatar” feature of a virtual
Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Create an online survey to determine what students know about fair use and creative commons. Read aloud current news articles about violations of fair use policies and the impact they had on individuals and businesses. Review and compare licensing and use policies on photo sharing websites. Show video clip of an artist or musician to determine why they think it is important for people to follow fair use policies. (Teacher is not limited to these instructional elements)
Google Patents Search
Other Patent Offices
Patents & Trademark Video
Supplemental Resources: Google for Kids / Yahoo! Kids
KidRex/ Fact Monster/ KidsKonnect.com
KidSpace @ The Internet Public Library
Safe and Ethical Use of Computers NJDOE
www.netsmartz.org **
Cyber Bullying Video Clip
Google Patent Search
Netsmartz
Cybertreehouse
Cybersmart
Cyberethics for kids
Digizen
CreativeCommons.org
Media Education Lab
Curriki
Teacher Tap
Morgue File
Gimp Savvy
NASA, NOAA, FWS
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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world for kids for evidence of stereotypes
about boys and girls.
8th Grade: Trillion Dollar Footprint – Students learn that
they have a digital footprint and that this
information can be searched, copied and
passed on, but that they can take some
control based on what they post online.
Identifying High-Quality Sites- Students learn
that anyone can publish on the Web, so not
all sites are equally trustworthy.
The Reality of Digital Drama- Students draw
connections between young teens’
perceptions of digital drama and stereotypes
of men and women on reality TV.
Cyberbullying: Crossing the Line- Students
learn to distinguish good-natured teasing
from Cyberbullying.
Rework, Reuse, Remix- Students expand their
understanding of fair use, apply it to case
studies, and create an original work of fair
use.
Optional Activities: Research Internet law
Create a list of appropriate uses of technology
& create a list of technology being misused
Introduce Patents (conduct a patent search)
Researching information using a database
Identify key terms to use when researching
information (Boolean logic)
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Search engines / Subject directories
Demonstrate understanding of cyber safety,
cyber bullying, cyber security, and cyber
ethics (using resources /websites)
Create a poster with tips about how to
respond to a cyber bully and post on the
school’s website or around the school
Create a video that demonstrates the
application of fair use policies in educational
and personal situations (display it on
website)
Interdisciplinary Connections
Language Arts, Foreign Languages, Science, Engineering, Social Studies
Unit Essential Questions Unit Enduring Understandings
What are our rights and responsibilities as Digital Citizens?
What does it mean to be a Digital Citizen?
What are an individual’s responsibilities for using technology?
What constitutes misuse and how can it best be prevented?
What does cyber bullying look like?
How do you look up words using a Boolean search?
Why is it important to know how to use a database?
What key terms would one use to filter data in a database to make
the search more meaningful?
How can one use a database to assist them in completing
schoolwork or personal activities?
Technology use can have positive or negative impact on both users
and those affected by their use.
Technological advancements create societal concerns regarding
the practice of safe, legal, and ethical behaviors.
Students will encounter databases in almost any career they might
pursue.
Students learn that building, sorting, and filtering data in a
database depends on many factors.
Students realize the potential of databases by starting to use
technology tools to create their own simplified versions of personal
databases.
Assessments Adaptations (M47, M48)
Baseline – Technology Literacy Assessment Formative – online summative assessments, e-portfolio’s
Students with Disabilities (M48)- Flexible grouping, Peer grouping, visual demonstration ELL’s (M47)- scaffolding, chunking the content Gifted & Talented- independent practice, enrichment assignments
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Benchmark- Technology Literacy Assessment
Content Guide Unit: Spreadsheets Timeframe: 5 sessions Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Students will construct a simple spreadsheet, enter data, and interpret the information.
4.0 Student is able to independently create a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results in a specific core curriculum content area.
3.0 Students will independently construct a spreadsheet by entering data and interpreting information.
2.0 Student will independently create a spreadsheet, enter data, generate charts and graphics.
1.0 With assistance, the student will construct a simple spreadsheet, enter data, and interpret the information.
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
30
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. 8.1.8.A.2 - Plan and create a simple database, define fields, input data, and produce a report using sort and query. 8.1.8.A.4- Generate a spreadsheet to calculate, graph, and present information. Students will be able to:
Create spreadsheets and use advanced features
Collaboratively use computer technology tools to solve a problem and influence a
school community to respond to the needs of the student body
Insert a table with text as part of the results of a survey
Record the results of a survey on a spreadsheet and create different types of graphs
Sort data from survey to create graphs
IEP’s and 504’s Differentiated lab investigations & class activities according to class ability level
Instructional Guidance
Student Tasks/Activities (DQ 2-4) Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)
Grade 6 Design a spreadsheet representing data from
survey of students about student interest.
Grade 7
Design personal room and include budget as
well a spreadsheet of items to include in room.
Create a budget for spending for entertainment.
Design a spreadsheet for personal/ home
use.(ex: school schedule, extracurricular
activities)
Create a graph of money spent.
Grade 8
Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. (Teacher is not limited to these instructional elements)
Program Web Sites GCF Learn Free - Microsoft Excel 2010
GCF Learn Free - Microsoft Access 2010
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
31
• Create a spreadsheet of materials / parts necessary for creating a robot • Create a spreadsheet that shows temperature for a week. • Maintain a grade book • List clubs to participate in high school Optional Grade Level Activities: Results for a scientific experiment and graph results Check Math problems from homework Timeline of Historical Periods Record personal schedule (physical activities vs. non-physical activities)
Interdisciplinary Connections
Mathematics, Science, Social Studies, Family & Consumer Science
Unit Essential Questions Unit Enduring Understandings
Why are spreadsheet charts/graphs used?
How can spreadsheets be used to solve real-world mathematical
problems and when should they be used?
What type of calculations can a spreadsheet perform?
What are the benefits to using a computer spreadsheet for mathematical
problems vs. another method?
What are the pros and cons to using a spreadsheet to perform
calculations?
Can you demonstrate how to print a spreadsheet, or a range of cells in a
spreadsheet?
Can you demonstrate how to print a spreadsheet showing the gridlines,
rows and column headings?
Can you explain how to enter a formula into a spreadsheet?
What are the advantages of using a computer spreadsheet over using
paper and pencil?
Spreadsheets can be used to compute, organize, and display data.
Spreadsheets allow for complex calculations and data storage.
Spreadsheets can be used to organize and display data in multiple
forms.
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Can you demonstrate how to print a spreadsheet, or a range of
cells in a spreadsheet?
Can you demonstrate how to print showing the formulas of a
spreadsheet?
Can you print a spreadsheet showing the gridlines, row and
column headings?
Can you explain how to enter a formula into a spreadsheet?
Assessments Adaptations (M47, M48)
Baseline- Technology Literacy Assessment Formative – project based , e-portfolio Benchmark- Technology Literacy Assessment
Students with Disabilities (M48)- Flexible grouping, Peer grouping, visual demonstration ELL’s (M47)- scaffolding, chunking the content Gifted & Talented- independent practice, enrichment assignments
Content Guide
Unit: Multimedia Presentation Timeframe: 10 sessions Duration: 42 minutes Learning Goal 1 (M1) Scale
Score Scale Description
Students will design and produce a basic multimedia presentation.
4.0 Student will independently create and produce an original multimedia project using text, graphics, moving images, and sound in a specific core curriculum content area.
3.0 Student will independently design and produce a basic multimedia project importing text, graphics, moving images and sound.
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2.0 With assistance, the student will design and produce a basic multimedia project using text.
1.0 The student is unable to perform the task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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. 8.1.8.A.3- Create a multimedia presentation including sound and images.
The lesson may be broken down into digestible segments for students or the whole class as necessary. Students may also require additional domain specific vocabulary to ensure all students understand the content.
Instructional Guidance
Student Tasks/Activities (DQ 2-4) Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)
Grades 6th – 8th: Create a multimedia presentation using PowerPoint (about a science, technology, engineering, mathematics (STEM) content area) 6th Grade: Use FactMonster>Inventions to create a simple PowerPoint Presentation about 1 invention/inventor
Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge.(Teacher is not limited to these instructional elements)
Presentation Software Microsoft Office PowerPoint 2010 or 2007
Movie Make Software Smart Board Notebook Keynote Flip camera
Windows Photo Story Software – optional Educational Websites:
www.windowsphotostory.com
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7th Grade: Choose your favorite book/movie and make a short PowerPoint discussing the major story elements ~ characters, main idea, summary, etc… 8th Grade: Choose 1 of the 20 Greatest Achievements of the 20th Century – [ www.greatachievements.org ] Make a Power Point Presentation using videos, sounds, transitions, clipart, and word art of that invention.
www.jakesonline.org/photostory.htm
www.Prezi.com
www.techtodayonline.com
www.informationweek.com
www.www.microsoft.com/education/en-
us/teachers/guides/Pages/digital_storytelling.aspx
www.jakesonline.org/photostory.htm
www.copyrightkids.org/quizframes.htm
www.cteonline.org/portal/default/Curriculum/
Digital Storytelling with PowerPoint - by Mark Standley & Meg Ormiston - Visions Technology for Education http://toolsforteachers.com/ PowerPoint Magic - by Pamela Lewis http://www.iste.org Teaching with Digital Video: Watch, Analyze. Create - Edited by Glen L. Bull and Lynn Bell Other Applications:
Windows Live, PhotoStory, PowerPoint, Windows Media Player, QuickTime, Windows Movie Maker, IMovie, IWeb, Audacity, MyPodcast, GarageBand, Jing Screen Capture Windows Live, ITunes, Google Docs (Presentations) and other Web 2.0 applications such as Animoto, Kerpoof, NextVista for Learning, PhotoShow, Prezi, Schooltube, Slideshare, Stroome,Teachertube, ZohoShow
Interdisciplinary Connections
Language Arts, Foreign Language, Science, Math, Social Studies
Unit Essential Questions Unit Enduring Understandings
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How can people use multimedia presentations to communicate
their opinions?
How can multimedia presentations be used to enhance learning?
How can I use information in an ethical and responsible manner?
What tools can I use to create a presentation that expresses my
ideas to others?
What are the technical aspects of using video cameras?
What camera techniques can be used to enhance the
meaning/mood of video communication?
How can video editing software be used to show understanding
of new knowledge?
What skills are required for collaboration as a video team to
produce a video?
Exhibit legal/ethical behaviors provided by copyright laws and fair use
policy.
Organize information for practical applications.
Demonstrate an understanding of setting up and using a video camera.
Select appropriate scene location/lighting and camera use to achieve video
meaning.
Demonstrate understanding of basic features of video editing software.
Demonstrate an understanding of the roles of a video crew.
Assessments Adaptations (M47, M48)
Baseline – Technology Literacy Assessment Formative- project-based, e-portfolio Benchmark- Technology Literacy Assessment
Students with Disabilities (M48)- Flexible grouping, Peer grouping, visual demonstration ELL’s (M47)- scaffolding, chunking the content Gifted & Talented- independent practice, enrichment assignments
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
36
Content Guide Unit: Graphic Design Timeframe: 5 sessions Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Students will choose appropriate electronic graphic organizers to create, construct, or design a document.
4.0 Student will use the appropriate electronic graphic organizer in an independent and original task in a specific core curriculum content area.
3.0 Student will choose the appropriate electronic graphic organizer to create, construct, or design a document.
2.0 With assistance, the student will use an electronic graphic organizer to create, construct, or design a document.
1.0 The student is unable to perform the task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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. 8.1.8.F.1- Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.
The lesson may be broken down into digestible segments for students or the whole class as necessary. Students may also require additional domain specific vocabulary to ensure all students understand the content.
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Instructional Guidance
Student Tasks/Activities (DQ 2-4) Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)
6th Grade: Learn about the Seven Elements of Design
Design Challenge- use given materials to
depict one of the design elements.
Create a brochure (STEM topic of choice
~Marine Animal)
7th Grade: Learn about the Seven Elements of Design
Design Challenge- use given materials to
depict one of the design elements.
Create a flyer (School-wide event) using
Publisher
Create a group logo
8th Grade: Learn about the Seven Elements of Design
Design Challenge- use given materials to
depict one of the design elements.
Make an electronic portfolio using a website
creator program
Use MS Publisher to make a brochure of the 7
Elements of Design
Analyze Streamlining / Analyze different
logos
Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. Teacher will aid in examining similarities and differences. (Teacher is not limited to these instructional elements) Teacher will connect digital elements to artistic elements of design. Teacher will provide tiered design challenges to supplement instruction.
Microsoft Office Publisher 2010 or 2007 Internet Access ~ Weebly.com / Wordpress.com GCF Learn Free - Microsoft Publisher 2010 Learning about Advertising - Admongo
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Interdisciplinary Connections
Science, Math, Social Studies, Art, Language Arts
Unit Essential Questions Unit Enduring Understandings
What is graphic design?
How is graphic design prominent in our culture?
What areas are encompassed by Graphic Design?
How do the Principles of Design and the Elements of Art relate in a graphic
design?
What process is used to prepare a design?
How has technology impacted Graphic Design?
What criteria are used to judge the success of a design?
What terminology is necessary to effectively critique design qualities?
How does a journal of sketches and ideas aid the creative and production
process?
What are the types of fonts available?
How has digital technology affected printmaking?
How is graphic design used in marketing and advertizing?
What must be considered when selecting media to produce a graphic design?
How does the manipulation of the Principles of Design effect the clarity of a
Graphic Design?
How can a computer graphic program be use to produce a graphic design?
How can the method of presenting, displaying or exhibiting work affect its
visual statement?
What must be considered when selecting images of text for a chosen topic?
How does the selection of art material and methods impact an illustration?
How have contemporary technologies influenced illustration methods?
How can the Principles of Design be used to create an eye-catching
merchandise item?
How can the Principles of Design organize a physical space?
What disciplines impact environmental design?
How can an artwork be extended by adding additional materials?
Graphic design is a means of visually expressing one’s thoughts.
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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What are the methods, tools and equipment of printmaking?
How can the printmaking process or techniques be used to alter the content of
a print?
What research methods and sources can be employed to find information on a
subject?
How does research on methods, techniques and themes serve as a catalyst for
artistic expression?
How should works be selected to be part of a portfolio?
In what ways does your portfolio reflect your personal creative process?
How can the strengths and weaknesses in artworks inform future work?
Assessments Adaptations (M47, M48)
Baseline- Technology Literacy Assessment Formative- project-based, e-portfolio Benchmark- Technology Literacy Assessment
Students with Disabilities (M48)- Flexible grouping, Peer grouping, visual demonstration ELL’s (M47)- scaffolding, chunking the content Gifted & Talented- independent practice, enrichment assignments
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Pacing Guide (Scope & Sequence – M43, M44) LEGO MINDSTORM EV3 (STEM Curriculum)
UNIT 1 INTRODUCTION TO ENGINEERING DESIGN & TECHNOLOGY 5 sessions
UNIT 2 THE DESIGNED WORLD 5 sessions
UNIT 3 ROBOTICS INTRODUCTION 5 sessions
UNIT 4 CIRCUITS AND COMPUTERS 5 sessions
UNTI 5 PARTS OF A ROBOT- HARDWARE, SOFTWARE, & FIRMWARE 5 sessions
UNIT 6 ROBOTIC PROGRAMMING 5 sessions
UNIT 7 ROBOTIC BUILDING TECHNIQUES 5 sessions
UNIT 8 MOVING & TURNING 5 sessions
UNIT 9 COMMUNICATION & COLLABORATION ENGINEERING DESIGN CHALLENGES
5 sessions
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Content Guide Unit 1: Introduction to Engineering Design & Technology Timeframe: sessions 5 Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
To use the design process as a systematic approach to solving problems. To understand that technology products and systems impact every aspect of the world in which we live.
4.0 The student can independently identify the parts of the design process and use it while completing their assignments.
3.0 The student can independently identify the parts of the design process.
2.0 With assistance, the student can identify the parts of the design process
1.0 Student is unable to perform task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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. 8.2.8.A.1- Explain the impact of globalization on the development of a technological system over time. 8.2.8.B.1 – Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints.
This unit will introduce students to the engineering design process and explore the 7 types of technologies used in the world, presently. Teacher will differentiate lab investigations and class activities according to class ability level.
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8.2.8B.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. 8.2.8.B.3- Solve a science-based design challenge and build a prototype using science and math principles throughout the design process.
Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4)
Resources (M45) / Technology (M46)
Grades 6th – 8th Students will engage in a design-based science activity. Students will make a multimedia presentation to display their design process. Students will create morphological charts as part of the design process. Students will create 2D and 3D sketches of their designs. Students will identify different topics related to the different technologies. Students will classify products according to technological category.
Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. (Teacher is not limited to these instructional elements) Introduce topics of:
Design Process
Morphological Charts
2D & 3D Sketching
Biotechnologies
Manufacturing Technologies
Transportation Technologies
Communication Technologies
Energy & Power Technologies
Construction Technologies
Educational Websites: Teach Engineering - http://www.teachengineering.org/
PBS The Design Squad-
http://pbskids.org/designsquad/parentseducators/guides
/teachers_guide.html
PBS Learning -
http://www.pbslearningmedia.org/resource/phy03.sci.eng
in.design.desprocess/what-is-the-design-process/
What is Green Technology?
Green Technology
10 Green Tech Products
Department of Energy
National Renewable Energy Lab
Solar Energy Industries Association
Renewable Energy World
Magic School Bus
Scholastic Story Starters
Scholastic STEM Games
Wildlife Conservation Society - Wild Self
Mechanical Drawings
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Students will reflect and present essential milestones in the human-designed world. Students will discuss the impact of globalization on a given system. Students will create a timeline of technological advancements
Design Continuum from the
Past/Present/ Future
How Stuff Works
NASA - Interactive Free Software
Interactive Simulations - Univ. of Colorado
Inventions Timeline
Interdisciplinary Connections
Language arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
How is technical sketching or drafting an
essential part of the design process?
What do engineers and designers use to
solve technological problems?
Why is the design process depicted as
continuous and not linear?
How are the 7 types of technology used in
the world today?
What are some of the greatest achievements
of the technological world?
What are the pros/cons to using alternative
energy?
Why does a products’ form follow its
function?
The design process is a systematic approach to solving problems.
Technology is a process by which humans use knowledge to extend capabilities
The design process is used for problem solving and manufacturing different inventions.
Technology is used to develop products for human wants and needs and can influence a country’s
economy.
Engineering is a creative process that uses relevant information about a specific discipline and uses
problem solving to improve quality of life.
Technological systems consist of a variety of different materials, tools. machines, people,
information, and time.
When designing a system or product, absolute safety is imperative.
Assessments Adaptations (M47, M48)
Baseline- KWL Chart Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive.
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Benchmark- End of Unit Assessment/Project
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Content Guide Unit 2: The Designed World Timeframe: sessions 5 Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Understand that the designed world is the product of a design process that provides the means to convert resources into products and systems. Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.
4.0 Student can use human, cultural, and societal values in the design process while constructing their assignments.
3.0 The student can independently identify various human, cultural and societal values in various products.
2.0 With assistance, the student can identify the various human, cultural, and societal values in products.
1.0 Student is unable to perform task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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 8.2.8G.1- Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved. 8.2.8.G.2- Explain the interdependence of a subsystem that operates as part of a system. 8.2.8.C.1- Explain the need for patents and the process of registering one. 8.2.8.C.2- Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich presentation.
This unit will introduce the social and ethical issues regarding the designed world. Teacher will differentiate lab investigations and class activities according to class ability level.
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)
6th Grade: Students will create a media rich presentation about past/current labor cases. 7th Grade: Students will explain the need for patents. 8th Grade: Students will explain the responsibilities required with maintaining technological systems.
Teacher will identifying critical information; Teacher will chunk content into “digestible bites”; Teacher will process new information; Teacher will elaborate on new information; Teacher will review content; Teacher will organize students to practice and deepen knowledge; Teacher will examine errors in reasoning; Teacher will practice skills, strategies, and processes; Teacher will provide resources and guidance (Teacher is not limited to these instructional elements) Teacher will introduce: Form follows Function
Process of Technological
Systems
Labor Injustices
Educational Websites: Teach Engineering - http://www.teachengineering.org/
Planet Earth
Technology Over Time - WebQuest
Beware of Fake Recycling
Digital Dumping Ground
Story of Stuff
Story of Electronics
High Tech Trash - National Geographic
High Tech Trash - Interactive
E-Waste - National Geographic
Where do computers go to die?
3D Printing
No Impact Project
Conveniences & Consequences
You can make a difference!
Architectural Images & History
National Building Museum
The History of the Levitts
NOVA - Build a Bridge
Building Big - Bridges
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Patents
Industrial Revolution
Interdisciplinary Connections
Language Arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
Why is it necessary to be a technologically
literate citizen in present day society?
How has technology evolved throughout
history?
How was technology used to extend human
capabilities?
How does society impact technology and
innovation?
How does technology impact our everyday
lives?
How do patents protect inventions?
How has technology advanced from the
Industrial Revolution?
Technological products have both positive and negative impacts
Knowledge and understanding of human, cultural, and societal values are fundamental when
designing technology systems and products in the global society.
Assessments Adaptations (M47, M48)
Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- End of Unit Assessment/Project
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
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Content Guide Unit 3: Robotics Introduction Timeframe: sessions 5 Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Students will understand the basics of Robotics as it relates to science, technology, engineering and mathematics (STEM) through the use of programming, mechanics, investigation activities and problem solving skills.
4.0 Student can use his/her knowledge to design a robot and document process using each aspect of the design continuum (design loop).
3.0 Student fully understands the features and functions of robotics.
2.0 Student has basic understanding of robotics and its components.
1.0 Student has basic understanding of robotics with prompted assistance.
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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
This unit begins with a look at robots in general, followed by an introduction to the EV3 robotics kit. Students then explore the EV3 kit, learn about structural building, and gearing. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction. Students may require visual 3D building instructions in order to create their own robot. Teacher will differentiate lab investigations and class activities according to class ability level. Engineering Design – NGSS
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
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potential impacts on people and the natural environment that may limit possible solutions.
Students will be introduced to Robotics through a Lego
Mindstorms EV3 presentation
Students will apply the problem-solving process to
technological problems.
Students will develop alternative solutions
Collaboratively work as a member of a design team
Safely use tools, machines, and materials to fabricate a
working prototype.
Synthesize information and contribute toward the team goal,
while constructing a working model safely (modeling &
prototyping )
Apply concepts of force and motion to the results of testing
prototypes
Keep a written log stating the problem, parameters, daily
activities, drawings, modifications, and testing results.
Demonstrate lab safety and organization procedures
Apply mathematics to analyze and explain testing results
Design the prototype solution for aesthetics and function
Research information on the internet related to sources of
energy; how they are used; and various sailing vessels.
Create a basic database for testing results.
Define and distinguish various systems in technology.
Summarize that all systems have a goal in input, a process, an
output, and feedback.
Diagram simple systems
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Instructional Guidance
Student Tasks/Activities (DQ 2-4) Teacher Tasks (DQ 2-4)
Resources (M45) / Technology (M46)
Grades 6th – 8th Students will use the design process to
create & maintain an engineering notebook;
Students will define domain specific
vocabulary;
Students will identify design materials;
Students will understand criteria and
constraints.
Students will work collaboratively in a group setting to solve a problem / design challenge.
Optional: First Lego League Competition / Technology
Student Association Club
6th Grade: Given an introduction to robotics and programming.
Teacher will identify critical information; Teacher will organize students to interact with new information; Teacher will organize students to practice and deepen knowledge. Teacher will integrate science, technology, engineering, and math concepts into each design challenge. (Teacher is not limited to these
Desktop PC, Chrome books, iPads LEGO EV3 – Core Kits / Extension Kits / EV3 Software
EV3 Curriculum - Design Engineering Projects
STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643
Supplemental Resources: 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
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/curricul
um/preview/ http://stemrobotics.cs.pdx.edu/node/291
Books:
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Be given a design challenge to create and program a simple robot and maintain an engineering notebook (design loop). 7th Grade: Be given a design challenge to create a robot using 2 of the sensors and maintain an engineering notebook (design loop). 8th Grade: Be given a design challenge to create a robot using 3 sensors and maintain an engineering notebook (design loop).
instructional elements) Teacher will provide: Objectives
Vocabulary
Materials Needed
Extension Activities What is a Robot?
Robotics in the World
History of Robotics Kit Overview Parts Exploration Introduction to
Gear Trains
Beginning LEGO MINDSTORMS EV3 – Mark Rollins
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
Interdisciplinary Connections
Language arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
How do robots sense their environment?
Why do humans use robots?
How do robots respond to instructions?
How do robotic components interact to achieve a desired
functionality?
How can movement be classified so that it can be replicated
with robotic design?
How can a robot be designed to navigate around obstacles?
How can a robot made of LEGOs be designed to accomplish a
stated task?
What is Robotics and how does it affect our everyday life?
How are robotic technologies present in today’s society?
How is the field of Robotics changing modern life?
Robotics has affected our world on many levels.
Technological Systems consist of an Input/Process/Output.
Robots can vary in complexity however; they all contain basic elements such as sensors,
controls systems, and central processors.
Robots can be used to conduct a variety of different tasks ranging from simple to dangerous
Robotic technology consists of positive and negative impacts on society, culture and economy
Robots are used to assist humans in performing various tasks.
How to effectively collaborate as a team?
How to design robots for specific activities and scenarios?
How to navigate the design software in an effort to create a robot?
What are the necessary components used in building a robot?
The integration of mechanical engineering and computer science when creating a robot.
How the design process drives innovation(s).
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What role of mechanical engineering and computer science
play in the creation of Robots?
How important is the Design Process used in creating a Robot
for s specific task?
How does one troubleshoot various unintended (positive &
negative) consequences and maintain a robotic system?
What safety requirements is one expected to uphold in the
robotics laboratory?
How do robots use energy? How is energy transformed?
o Potential/Kinetic – Unified KE/PE
o Energy Losses / Battery Energy
o Energy Conservation / Energy Equations
How does a gear ratio impact robot speed and force?
Robot systems require troubleshooting and maintenance to ensure safe and proper function.
Safety is everyone's responsibility.
Engineering design is an interactive process with a defined cycle of steps.
Robots can be controlled in different ways.
Sensors allow robots to interact with the world.
Energy can be converted from one form to another.
Components of a robot can be changed to produce motion, speed, torque and acceleration.
Design and programming are processes that must consider all the systems within a robot and
the required task.
Failure is an important and valuable part of the engineering process.
Engineers work cooperatively in teams to accomplish a task.
Assessments Adaptations (M47, M48)
Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- Robotics Test
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
Content Guide Unit 4: Circuits & Computers Timeframe: sessions 5 Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Understand how Technological products and systems are created through the application and appropriate use of technological resources.
4.0 The student will independently identify 3 or more parts on the EV3 Brick.
3.0 The student will independently identify 2 parts on the EV3 Brick.
2.0 With assistance, the student will identify 1 part on the EV3 Brick.
1.0 Student is unable to perform task with assistance (Evidence must be available upon request)
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Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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 8.2.8.F1- Explain the impact of resource selection and processing in the development of a common technological product or system. 8.2.8.F.2- 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 (e.g., by using recycled metals, alternate energy sources) and the economy.
This unit delves into some of the underlying technologies of robotics in general, and then explores each within the context of the LEGO MINDSTORMS Education Core Set. Teacher will provide multiple means of representations to discuss various topics. First, electrical circuits are covered followed by exercises using the EV3 as a circuit and demonstrating the function of each of the EV3 sensors in Port View. Second, the topic of computers is covered, including both the history (Moore's Law) and parts of computers. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.
Engineering Design – NGSS 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-ETS1-4- 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.
Students will be able to: Describe the four parts of a circuit Name an example of a circuit Categorize the parts of a given circuit Differentiate between Insulators, Conductors and Semiconductors Name examples of Insulators, Conductors and Semiconductors Describe the LEGO® MINDSTORMS® components that make up the four parts of a
circuit Identify the different ways to power the EV3 Explain the advantages of each power scheme Display the value of a sensor on the EV3 screen Measure the value of a sensor under various test conditions Interpret measured sensor values
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Describe the function of a transistor Describe the four parts of a computer Categorize a given computer part Distinguish between storage drives and memory chips Distinguish between RAM, ROM and Flash memory chips
Describe the 3 ways Moore’s Law enhances electronic products
Explain examples of Moore’s Law in action
Identify the different parts of the EV3 computer Describe the role of the different types of memory chips in the EV3 computer
List the four steps in the computer chip design process
Explain the extreme environment necessary to make computer chips
Describe how masks are used to create each layer of computer chips
Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4)
Resources (M45) / Technology (M46)
Grades 6th – 8th: Each grade will have their own specific design challenge. Make it Move Circuits and Switches EV3 - The Circuit
Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how
LEGO EV3 – Core Kits / Extension Kits/ EV3 Software
EV3 Curriculum - Design Engineering Projects
STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643
Supplemental Resources: Walch.com / Everest Trek / Litemind.com/scamper ROBOTEC Curriculum ROBOTEC Curriculum Index
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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EV3 - Powering the Brick EV3 - Exploring EV3
Circuits using Port View Introduction to
Computers Moore's Law EV3 - The Computer Creating Computer Chips
6th Grade: Robo-Tracker Robot 7th Grade: Color Tracker Robot 8th Grade: Obstacle Course Challenge
to record and represent knowledge; Teacher will reflect on learning; Teacher will provide resources and guidance. Teacher will integrate science, technology, engineering, and math concepts into each design challenge. (Teacher is not limited to these instructional elements) Teacher will provide: Objectives
Vocabulary
Materials Needed
Prerequisites
Extension Activities
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
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
Books: Beginning LEGO MINDSTORMS EV3 – Mark Rollins
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
Interdisciplinary Connections
Language arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
How does the EV3 use sensors to navigate its
environment?
How have computer chips changed the way
technology has advanced?
The design process is a systematic approach to solving problems.
The design process is used for problem solving and manufacturing different inventions.
Reducing, Recycling and Reusing are ways of creating a more positive impact on the environment.
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Assessments Adaptations (M47, M48)
Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- End of Unit Assessment/Project
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
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Content Guide Unit 5: Parts of a Robot – Hardware, Software, & Firmware Timeframe: sessions 5 Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Knowledge of: A robot consists of three parts: hardware, software, and firmware.
4.0 The student will independently create a simple and original robot.
3.0 The student will independently create a simple robot.
2.0 With assistance, the student will create a simple robot.
1.0 Student is unable to perform task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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.
This unit begins with an introduction to concepts of hardware and software through the exploration of microprocessors. Subsequent lessons explore the EV3 specific firmware, hardware and software. Student will build their first robot and learn to program it with the EV3 Brick programming capability. This unit ends with lessons on using the EV3 Trainer (a.k.a. Introduction to Programming; LEGO MINDSTORMS EV3) product from Carnegie Mellon University's Robotics Academy and the EV3-G programming software from the LEGO MINDSTORMS EV3 Education Core Set. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.
Students will be able to: Distinguish microprocessor hardware and software Identify the three main parts of a microprocessor &
identify the role of software in a microprocessor Explain why microprocessor software is very challenging &
distinguish between machine language and higher level programming languages
Distinguish firmware from software & explain the role of the EV3 firmware
Construct a robot from pictorial instructions Construct sensor attachments Write a program using the EV3 Brick.
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Open/Save EV3-G programs Describe the role of comments in an EV3-G program
Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)
Grades 6th – 8th: Each grade will have their own specific design challenge. Make it Smarter Microprocessors EV3 - Firmware EV3 - Hardware (Building a
Tribot) EV3 - Software: On-Brick
Programming EV3 - Using the EV3 Trainer EV3 - Using the
Programming Software
Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how to record and represent knowledge; Teacher will reflect on learning; Teacher will use homework; Teacher will practice skills, strategies, and processes; Teacher will revise knowledge; Teacher will engage students in cognitively complex tasks involving hypothesis generation and testing; Teacher will provide resources and guidance (Teacher is not limited to these instructional elements) Teacher will provide: Objectives
LEGO EV3 – Core Kits / Extension Kits/ EV3 Software
STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643
Supplemental Resources: AutoCAD
Google SketchUp
Gear Template Generator
Speed Conversions
NASA Race Car Aerodynamics
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
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
Books: Beginning LEGO MINDSTORMS EV3 – Mark Rollins
The LEGO MINDSTORMS EV3 Laboratory – Daniele Benedettelli
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59
Vocabulary
Materials Needed
Prerequisites
Extension Activities
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
Interdisciplinary Connections
Language arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
What is the role of a microprocessor?
What is the difference between firmware and
software?
Computers and Robots consist of hardware and software.
Assessments Adaptations (M47, M48)
Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- End of Unit Assessment/Project
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
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Content Guide
Unit 6: Robotic Programming Timeframe: sessions 5 Duration: 42 minutes Learning Goal 1 (M1) Scale
Score Scale Description
Understand how programming dictates the robot’s ability to perform specific tasks.
4.0 Student will independently program their robot to successfully complete the assigned task and use advanced features.
3.0 The student will independently program their robot.
2.0 With assistance, the student will program a robot.
1.0 Student is unable to perform task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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
This unit begins with students writing their first program in EV3-G with the "Moving Straight" lesson. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.
Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4)
Resources (M45) / Technology (M46)
Grades 6th – 8th: Each grade will have their own specific design challenge.
Teacher will integrate science, technology, engineering, and math
LEGO EV3 – Core Kits /Extension Kits /EV3 Software
STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643
Supplemental Resources:
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Make a System EV3 - "Moving Straight" Students will learn the
basics of the EV3 Software
Students will create a step-by-step documentation of their design process using the EV3 Software.
Students will download building instructions
Students will take pictures of their designs and upload them to the EV3 Software program.
concepts into each design challenge. Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how to record and represent knowledge; Teacher will reflect on learning; Teacher will use homework; Teacher will practice skills, strategies, and processes; Teacher will revise knowledge; Teacher will engage students in cognitively complex tasks involving hypothesis generation and testing; Teacher will provide resources and guidance (Teacher is not limited to these instructional elements) Teacher will provide: Objectives
Vocabulary
Materials Needed
Prerequisites
Getting Started with Scratch
Scratch Project Tutorial
WeDo & Scratch
WeDo & Scratch Reference
WeDo Starter Projects
Inspiration & Themes
Code Flappy Bird Game
Code Academy
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
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
Books: Beginning LEGO MINDSTORMS EV3 – Mark Rollins
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
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Extension Activities
Interdisciplinary Connections
Language arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
What tabs must be included in order to
make a complete and functional program?
How does the programming of the robot
influence its performance?
Programming requires knowledge of a robot’s components that include hardware and software.
Research and data analysis are essential in choosing an effective design of a technological system.
Effective collaboration skills are essential when working in a team setting.
Documenting ones observations and results in a journal are important to the development cycle.
Assessments Adaptations (M47, M48)
Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- End of Unit Assessment/Project
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
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Content Guide Unit 7: Robotic Building Techniques Timeframe: sessions 5 Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
How to build a Robot using different building techniques such as; information-literacy skills, research, data analysis, and prediction.
4.0 Student uses 2 or more types of building techniques into their robot design.
3.0 Student independently uses one type of building technique in their robotic design.
2.0 With assistance, student incorporates one type of building technique in their robotic design.
1.0 Student is unable to perform task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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 8.2.8.D.1- Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United States and/or other countries.
This unit begins with an introduction to the Switch block, which enables the EV3 to make decisions. When combined into a Switch Loop this creates abilities like obstacles detection and line following. This is followed by advanced concepts on multitasking and reusable code to create more sophisticated programs. All these new skills are then applied to the culminating Sumo-Bot Engineering Challenge. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.
Student will be able to:
Write an EV3-G program for a robot to avoid obstacles
Control the response of a robot through a sensor-controlled Switch-Loop
Explain the key attributes of an EV3-G Switch-Loop
Write an EV3-G program for a robot to immediately test for obstacles and
perform actions based on this test.
Explain the key attributes of an EV3-G SwitchLoop
Write an EV3-G program for a robot to follow a line
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Optimize the line following behavior of a robot for a given set of conditions
Explain the tradeoffs in Line Follower optimization
Create a My Block from a section of an EV3-G program
Use one or more My Blocks in complex EV3-G program
Manipulate the Custom Palette to manage My Blocks
Create a flow chart for a nested-loop behavior
Explain the deliverables of the Engineering Process
Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4) Resources (M45) / Technology (M46)
Grades 6th – 8th: Each grade will have their own specific design challenge. EV3 - "Switches" EV3 - "SwitchLoops" EV3 - "Line Follower" EV3 - Multitasking EV3 - "My Blocks" EV3 - Advanced Flow
Charts EV3 - Engineering
Challenge: SumoBots
Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how to record and represent knowledge; Teacher will reflect on learning; Teacher will use homework; Teacher will engage students in cognitively complex tasks involving hypothesis generation and testing; Teacher will provide resources and guidance (Teacher is not limited to these instructional elements) Teacher will provide: Objectives
LEGO EV3 – Core Kits /Extension Kits/ EV3 Software
STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643
Supplemental Resources: 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
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
Books: Beginning LEGO MINDSTORMS EV3 – Mark Rollins
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
The Art of LEGO Mindstorms EV3 Programming – Terry Griffin
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Vocabulary
Materials Needed
Prerequisites
Extension Activities
Classroom Activities for the Busy Teacher : EV3 – Damien Kee
Interdisciplinary Connections
Language arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
Why are human-designed systems, products,
and environments in constant need of
monitor, maintenance and improvement?
What is the purpose of a subsystem that
operates as part of a system?
The designed world is the product of a design process that provides the means to convert resources into products and systems.
Optimizing performance of a product should be done with careful consideration of data analysis, constraints, and detailed documentation.
Assessments Adaptations (M47, M48)
Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- End of Unit Assessment/Project
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
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Content Guide Unit 8: Moving & Turning Timeframe: sessions 5 Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Understanding that moving and turning a robot consists of precise and accurate planning/programming.
4.0 Student will independently program their robot to perform complex turns and motions.
3.0 Student will independently program their robot to perform turns and motions.
2.0 With assistance, student can program their robot to perform turns and motions.
1.0 Student is unable to perform task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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
The "How Far?" and "How Fast?" lessons emphasize some of the math and science concepts behind moving straight ahead. Students then learn to use the Color sensor and explore gears so they are equipped to learn the Engineering Process and tackle their first Engineering Challenge, the Color-Activated Robo-Dragster. This unit also challenges students on maneuvering a robot through different types of turns. Teacher will differentiate lab investigations and class activities according to class ability level.
Engineering Design – NGSS 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
Students will be able to: Write an EV3-G program for a robot to move straight Control the straight movement of a robot through the EV3-G Move block
parameters Predict the distance a robot will travel based on the size of its wheel Calculate how many rotations/degrees are required to travel a given
distance Write a EV3-G program for a robot to maneuver with turns
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Write an EV3-G program for a robot to turn in place
Write an EV3-G program for a robot to maneuver with swinging wide turns
Write an EV3-G program for a robot to respond to the Gyro Sensor
Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4)
Resources (M45) / Technology (M46)
Grades 6th – 8th How Far? How Fast? EV3 - "Move until Color" EV3 - Getting in Gear EV3 - Engineering
Challenge: Color-Activated Robo-Dragster
EV3 - "Turning" EV3 - "Turn for Angle" EV3 - Pseudocode EV3 - Introduction to
Flowcharts EV3 - Engineering
Challenge: Robo-Tagger
Each grade will have
their own specific design
challenge.
Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Teacher will identifying critical information; Teacher will organizing students to interact with new knowledge; Teacher will teach students how to record and represent knowledge; Teacher will reflect on learning; Teacher will use homework; Teacher will practice skills, strategies, and processes; Teacher will revise knowledge; (Teacher is not limited to these instructional elements)
LEGO EV3 – Core Kits / Extension Kits/ EV3 Software
STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643
Supplemental Resources: 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
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
Books: Beginning LEGO MINDSTORMS EV3 – Mark Rollins
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
The Art of LEGO Mindstorms EV3 Programming – Terry Griffin
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Teacher will provide: Objectives
Vocabulary
Materials Needed
Prerequisites
Extension Activities
Classroom Activities for the Busy Teacher : EV3 – Damien Kee
Interdisciplinary Connections
Language arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
How does the EV3 use sensors to move?
Why do you need to use parameters when
programming your robot?
How is planning and organization
necessary to successfully construct and
program a robot?
How can a flow chart assist in the
development of a configuration panel?
Sensors are chosen carefully depending on the task the robot needs to complete.
Flowcharts are used to organize the robots program into comprehensive segments.
Assessments Adaptations (M47, M48)
Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- End of Unit Assessment/Project
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
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Content Guide Unit 9: Communication & Collaboration Design Challenges Timeframe: sessions 5 Duration: 42 minutes
Learning Goal 1 (M1) Scale Score
Scale Description
Understand how to apply digital tools to facilitate local and global communication and collaboration in designing products and systems. The students will use the design process to create and program a robot.
4.0 The student will independently document the design process of a robot using advanced features.
3.0 The student will independently document the design process of a robot.
2.0 With assistance, the student will document the design process for their particular robot.
1.0 Student is unable to perform task with assistance (Evidence must be available upon request)
Lesson Targets (deconstructed standards)
Lesson Target Scaffolding Connections (M42)
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 8.2.8.E.1- Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.
This unit begins with a Technology lesson on Digital Information, followed by lessons and challenges involving the touch, ultrasonic, Gyro, IR beacon sensors. Students then learn to write programs with infinite and controlled loops. Teacher can provide alternative / extension activities or supplemental information to differentiate instruction.
Students will be able to:
Coordinate the design of Zoo exhibits with classmates
Research the physical characteristics and behavior of a selected animal
Design a robot that will mimic the physical characteristics of a selected animal
Write an EV3-G program that will mimic the behavior of a selected animal
Upload, examine, analyze and manipulate data to an EV3 Experiment
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Understand data logging, and how it can improve the quality and convenience of collecting
data for a variety of scientific experiments.
Instructional Guidance
Student Tasks/Activities (DQ 2-4)
Teacher Tasks (DQ 2-4)
Resources (M45) / Technology (M46)
Grades 6th – 8th: Each grade will have their own specific design challenge. Digital Information EV3 - "Move until Touch" EV3 - "Move until Near" EV3 - "Loops" EV3 - Challenge: The
Robo-Zoo
Teacher will integrate science, technology, engineering, and math concepts into each design challenge. Teacher will identifying critical information; Teacher will revise knowledge; Teacher will organize students for cognitively complex tasks; Teacher will engage students in cognitively complex tasks involving hypothesis generation and testing (Teacher is not limited to these instructional elements)
LEGO EV3 – Core Kits / Extension Kits / EV3 Software
STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643
Supplemental Resources: 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
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
Books: Beginning LEGO MINDSTORMS EV3 – Mark Rollins
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
Freehold Borough School District Technology Education Curriculum Guide Grades 6 - 8
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Teacher will provide: Objectives
Vocabulary
Materials Needed
Prerequisites
Extension Activities
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
Interdisciplinary Connections
Language arts, Foreign Language, Social Studies , Science, Math
Essential Questions Enduring Understandings
How are specific “parts” essential to the
functioning of a robot?
How do materials available dictate the extent
to which one can create a product?
What is the difference between binary and
decimal systems?
What is the difference between analog and
digital devices?
Technological products and systems are created through the application and appropriate use of technological resources.
The students will use the design process to create and program a robot.
Assessments Adaptations (M47, M48)
Baseline- KWL Chart / Discussion Formative- Teacher Observation; Project-based; Criteria and Goal Setting; Electronic files on student H: drive. Benchmark- End of Unit Assessment/Project
Students with Disabilities (M48)- modified pacing of practice drills, oral dictation ELL’s (M47) – scaffolding the lesson to ensure understanding, chunking Gifted & Talented – practice drills can be timed for fluency, independent practice
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Appendix A
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2009 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 collaboratively and to create and communicate knowledge.
Strand A. Technology Operations and Concepts
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.
8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.
8.1.8.A.2 Plan and create a simple database, define fields, input data, and produce a report using sort and query.
8.1.8.A.3 Create a multimedia presentation including sound and images.
8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information.
8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
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 collaboratively and to create and communicate knowledge.
Strand B. Creativity and Innovation
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.
8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).
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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 collaboratively and to create and communicate knowledge.
Strand C. Communication and Collaboration
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.
8.1.8.C.1 Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.
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 collaboratively and to create and communicate knowledge.
Strand D. Digital Citizenship
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.
8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
8.1.8.D.2 Summarize the application of fair use and Creative Commons guidelines.
8.1.8.D.3 Demonstrate how information on a controversial issue may be biased.
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 collaboratively and to create and communicate knowledge.
Strand E. Research and Information Literacy
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 Effective use of digital tools assists in gathering and managing information.
8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.
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 collaboratively and to create and communicate knowledge.
Strand F. Critical Thinking, Problem Solving, and Decision-Making
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
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8 Information accessed through the use of digital tools assists in generating solutions and making decisions.
8.1.8.F.1 Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.
Content Area Technology
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.
Strand A. Nature of Technology: Creativity and Innovation
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 Technology products and systems impact every aspect of the world in which we live.
8.2.8.A.1 Explain the impact of globalization on the development of a technological system over time.
Content Area Technology
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.
Strand B. Design: Critical Thinking, Problem Solving, and Decision-Making
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 The design process is a systematic approach to solving problems.
8.2.8.B.1 Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints.
8.2.8.B.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.
8.2.8.B.3 Solve a science-based design challenge and build a prototype using science and math principles throughout the design process.
Content Area Technology
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.
Strand C. Technological Citizenship, Ethics, and Society
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.
8.2.8.C.1 Explain the need for patents and the process of registering one.
8.2.8.C.2 Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich presentation.
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Content Area Technology
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.
Strand D. Research and Information Fluency
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.
8.2.8.D.1 Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United States and/or other countries.
Content Area Technology
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.
Strand E. Communication and Collaboration
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 Digital tools facilitate local and global communication and collaboration in designing products and systems.
8.2.8.E.1 Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.
Content Area Technology
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.
Strand F. Resources for a Technological World
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 Technological products and systems are created through the application and appropriate use of technological resources.
8.2.8.F.1 Explain the impact of resource selection and processing in the development of a common technological product or system.
8.2.8.F.2 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 (e.g., by using recycled metals, alternate energy sources) and the economy.
Content Area Technology
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.
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Strand G. The Designed World
By the end of grade
Content Statement CPI# Cumulative Progress Indicator (CPI)
8 The designed world is the product of a design process that provides the means to convert resources into products and systems.
8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.
8.2.8.G.2 Explain the interdependence of a subsystem that operates as part of a system.
Appendix B
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