Lesson Plan
Course Title: Concepts of Engineering and Technology
Session Title: Introduction to Engineering Fundamentals and Civilization - Part 2 History
Performance Objective: After completing Part 1, and 2 of this lesson, students will be able to
identify how the developments of engineering and technology influenced society and the
development of civilization to the teacher’s satisfaction and by completing the matching activity.
Specific Objectives:
 Differentiate between science, technology, and engineering
 Identify how developments in science influence developments in technology and vice
versa
 List some of the most important technologies in each time period
 Differentiate between the scientific process and the engineering design process
 Describe how technology influences their life and the world around them
 Identify the ethical considerations of technology and undesired consequences
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Concepts of Engineering and Technology:

130.362 (c)(1)(A)(B)(C)(D)
...investigate and report on the history of engineering science;
...identify the inputs, processes, and outputs associated with technological systems;
...describe the difference between open and closed systems;
...describe how technological systems interact to achieve common goals;
Interdisciplinary Correlations:
Physics:

112.39 (c)(2)(A)(B)(C)(D)
...know the definition of science and understand that it has limitations, as specified in
subsection (b)(2) of this section;
...know that scientific hypotheses are tentative and testable statements that must be
capable of being supported or not supported by observational evidence. Hypotheses of
durable explanatory power which have been tested over a wide variety of conditions are
incorporated into theories;
...know that scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses,
scientific theories are well-established and highly-reliable explanations, but may be
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subject to change as new areas of science and new technologies are developed;
...distinguish between scientific hypotheses and scientific theories;

112.39 (c)(3)(D)
...explain the impacts of the scientific contributions of a variety of historical and
contemporary scientists on scientific thought and society;
English:

110.42(b)(6)(A)(B)
…expand vocabulary through wide reading, listening, and discussing;
…rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary;

110.42(b)(7)(A)(I)(J)
…establish a purpose for reading such as to discover, interpret, and enjoy;
…use study strategies such as skimming and scanning, note taking, outlining, and using
study-guide questions to better understand texts;
…read silently with comprehension for a sustained period of time;
Teacher Preparation:
Introduction to Engineering Fundamentals and Civilization is a 3-part lesson. Teachers should
review Part 1 Definitions; Part 2 History; and Part 3 Technology and all supporting documents
such as PowerPoint presentations and notes; Definitions handout; Matching Activity handout;
and Quiz to be prepared to deliver all 3 parts of this lesson.
References:
Hacker, et al. (2010). Engineering and Technology, 1st ed. Delmar, Cengage Learning.
Karsnitz, O’Brian, Hutchinson. (2008). Engineering Design: An Introduction, 1st ed. Delmar,
Cengage Learning.
Gomez, Oakes, Leone. (2010). Engineering Your Future, 2nd ed. Great Lakes Press.
Rogers, Wright, Yates. (2010). Gateway To Engineering, 1st ed. Delmar Cengage Learning.
Wikipedia
Other references as noted
Instructional Aids:
1. PowerPoint presentation - Part 2
2. PowerPoint notes – Part 2
3. Matching Activity handout
4. Matching Activity key
Materials Needed:
1. Pen or pencil
2. Simple examples of technology, like a spoon
3. A book
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Equipment Needed:
1. Computer
2. Overhead projector
Learner Preparation: Have students research the history of technology using Wikipedia.
Introduction
Introduction (LSI Quadrant I):
SAY: We are now going to learn about the history of engineering and technology.
ASK: Does anyone know when technology development began?
SHOW: Something simple like a desk or a pencil.
SAY: Is this an example of technology?
ASK: When do you think this was developed? Was this a major development of its time?
SHOW: Students a book.
ASK: Is the ability to create this new or old? How did the development of the ability to publish
books change society?
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. The first slide is about Gordon Moore.
A. The major point here is to get students to
think about the rate of technology
development.
B. Throughout our history, technology
development has been slow.
C. It took thousands of years for some
developments to become widespread
(writing, agriculture), hundreds for others.
Begin PPT slide
presentation. One of
the major points is for
students to view
technology differently.
From a historical
perspective,
development was
slow, humans had time
to acclimate.
Slides 1-2
II. Wants vs. needs
A. This provides a general framework to
categorize technology development.
B. What want or need does it satisfy?
C. When did technology development change
from satisfying needs to satisfying wants?
Many things we take
for granted now were
major developments
that significantly
improved life at the
time.
Slide 3
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.
III. Stone Age
A. Simple developments
B. Many years to spreads, become common.
C. Fire, writing, the wheel
How did some of the
early developments
lead to some of the
basic elements of
society like villages
and communities?
Slides 4-6
IV. Bronze Age
A. Agriculture and the ability to feed large
numbers of people lead to cities
B. Cities and large numbers of people created
a need for order, leading to religion and
government
C. Many of the centers of civilization are
unfamiliar to students (Mesopotamia,
Eurasia, China, and the Indus Valley)
Religion may be a
touchy subject,
approach it with
caution. However,
order and the sense of
community comes
from shared values
and cultures.
Slides 7-9
V. The Iron Age
A. The emergence of cultures we associate
with: the Romans and the Greeks
B. The first use of iron was in weaponry, but
iron plows allowed the tilling of heavier
soils
C. Ox drawn plows and wheeled vehicles
were other major agricultural innovations
Slides 10-13
VI. The Middle Ages
A. Very slow transformation of culture
B. Feudalism, which is where a very large
number of small and culturally diverse
states and societies were dominant
C. Christianity became the dominant religion
in Europe
D. Fragile central authority repeatedly
damaged by invasions
E. Agricultural based economic system
Slides 14-15
VII. The Renaissance
A. Revival of learning based on gradual but
Slides 16-17
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widespread educational reforms
B. The printing press allowed rapid spread of
new ideas
C. A revival of scholarship, art, and literature
D. The scientific method was a significant
development, creating a systematic
process for discovery
VIII. The Industrial Revolution
A. Enormous increase in productivity driven
by the introduction of machinery and
factory organization
B. Manufacturing went from the home and
the workshop to the factory
C. Power driven machines replaced human
and animal power
D. Change from rural and agricultural society
to urban and industrial
E. Overcrowded and unsanitary living
coupled with terrible working conditions
Slides 18-19
IX. Negative effects of technology
A. Students need to understand that even as
the quality of life improves over time,
increased sophistication of technology
leads to greater environmental
consequences.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III): Students may pair-share to review the terms on Definitions
handout.
Independent Practice (LSI Quadrant III): Students will complete Matching Activity to match
definitions and categorize the different technology developments from each age according to
which need or want it satisfies. Use Maslow (or not).
Summary
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Review (LSI Quadrants I and IV):
Question: How does engineering from the Stone Age differ from what we think of as engineering
now?
Answer: Back then, control of fire and domestication of animals were engineering processes,
but in our age of cell phones and computers, we would not consider them that way.
Question: List the most important technology developments from each era.
Answer: Any, as long as they defend their answer.
Question: How did these technological developments change or influence society?
Answer: Answers have to make sense in the context of the times.
Evaluation
Informal Assessment (LSI Quadrant III): Oral question/answer, pair/share on particular
technologies, classroom participation and review of definitions.
Formal Assessment (LSI Quadrant III, IV): Matching Activity and/or a research paper over
the most important technologies of a particular era.
Extension
Extension/Enrichment (LSI Quadrant IV): Give students a variety of options on research
papers: pair/share, PowerPoint, videos, oral presentations.
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Introduction to Engineering Fundamentals and Civilization – Part 2
Matching Activity
Match the word or phrase on the left with its definition on the right.
Invention
limitation or restriction
Constraint
the practical application of science to commerce or industry
Model
a new way of doing something, an improvement on an existing form
Artifact
a simplified representation of a system or phenomenon, as in the
sciences or economics
Innovation
a new, useful process, machine, improvement, etc., that did not
exist previously
Technology
an object produced or shaped by human craft
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Match the invention or innovation on the left with the time era in which it was produced
on the right.
The grinding stone
Stone Age
Metalwork
Plague and famine
Bronze Age
Forming and shaping
The theory of universal gravitation
Iron Age
Air conditioning
Domestication of animals
Middle Ages
Governments
Sailing ships
Renaissance
Division of labor
Mills and foundries
Industrial revolution
The printing press
The steam engine
Twentieth century
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Introduction to Engineering Fundamentals and Civilization – Part 2
Matching Activity Key
Match the word or phrase on the left with its definition on the right.
Invention
limitation or restriction
Constraint
the practical application of science to commerce or industry
Model
a new way of doing something, an improvement on an existing form
Artifact
a simplified representation of a system or phenomenon, as in the
sciences or economics
Innovation
a new, useful process, machine, improvement, etc., that did not
exist previously
Technology
an object produced or shaped by human craft
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Match the invention or innovation on the left with the time era in which it was produced
on the right.
The grinding stone
Stone Age
Metalwork
Bronze Age
Plague and famine
Middle Ages
Forming and shaping
Iron Age
The theory of universal gravitation
Renaissance
Air conditioning
Twentieth Century
Domestication of animals
Stone Age
Governments
Bronze Age
Sailing ships
Middle Ages
Division of labor
Bronze Age
Mills and foundries
Middle Ages
The printing press
Renaissance
The steam engine
Industrial Revolution
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