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Unit Plan Part 2 Revised

This unit plan focuses on technology and its evolution over generations. Students will discuss differences in technology from older to newer generations and how social issues may have impacted views of technology. Formative assessments include checklists to evaluate discussion skills and journal entries on lessons. Summatively, students will work in pairs to invent a solution to an existing or imagined future problem, explaining how their technology solves the problem through drawings, designs, and optionally a prototype. The unit aims to teach that technology develops to address problems.

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48 views1 page

Unit Plan Part 2 Revised

This unit plan focuses on technology and its evolution over generations. Students will discuss differences in technology from older to newer generations and how social issues may have impacted views of technology. Formative assessments include checklists to evaluate discussion skills and journal entries on lessons. Summatively, students will work in pairs to invent a solution to an existing or imagined future problem, explaining how their technology solves the problem through drawings, designs, and optionally a prototype. The unit aims to teach that technology develops to address problems.

Uploaded by

api-273456928
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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UNIT PLAN: Step 2

Learning Objective and Standard*


Content
Skill
Students will identify examples Students will be able to engage
of differences in technology
effectively in collaborative
from their parent/grandparents discussions in a group setting
generations compared to their
building on others ideas and
own.
expressing their own clearly.
Students will discuss different
social issues that could have
affected the way technology is
interpreted throughout the
generations.
Students will understand that
technology is used to solve
problems.

Students will be able to engage


effectively in collaborative
discussions in a one-on-one
setting building on others
ideas and expressing their own
clearly.
Students will be able to follow
agreedupon rules for
discussions and carry out
assigned roles.

Type of Assessment
Formative
I will assess students using a
checklist that aligns with the
skill goals. The checklist will
be used to assess whether or
not students followed agreedupon rules of the discussions
and engaged effectively in both
one-on-on and group
discussions. Engaging
effectively means that they
were prepared, actively
participated and
asked/answered questions.
Another formative assessment I
will use will be about the first
two content goals and will be a
journal/exit slip that students
write after each discussion.
This journal/exit slip will focus
on what they learned from the
discussion and what they still
have questions about. This was
I can alter the lessons or
discussion based off of their
responses.

Summative
For a summative assessment
students working in pairs will
select a problem in the world
(overpopulation, transportation,
etc.) or create their own
problem for the future and will
invent or improve upon old
technology to solve their
problem. This will measure the
goal of them understanding that
technology is used to solve
problems. Students will be
expected to explain what their
problem is, how it came to be a
problem, how their invention
works and how their invention
fixes or helps fix this problem.
Along with this explanation
students will be asked to
draw/design their invention as
well as have the option to
create a prototype if they are
so inclined. If the unit was to
span multiple weeks students
would be expected to create a
prototype.

*Standard does NOT have to be a social studies standard but the unit has to be justifiably a social studies unit.

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