ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: SCIENCE, TECHNOLOGY, & SOCIETY
GRADE LEVEL: GRADES 11 & 12, LEVELS 2 & 3
CREATION DATE: August, 2001
Science, Technology, & Society –Grade 11/12, L2-3
Page 1 of 18
06/20/16
Essential Question, Concept or Theme: A. History of Science Technology (required)
Approx. Time Allotment: ~13
PA Standards: 3.1.12 D,E; 3.2.12 A,D; 3.5.12 B; 3.6.12 A,B,C; 3.7.12 D,E; 3.8.12 A,B,C; 4.2.12 B; 4.6.12 C; 4.7.12 C; 4.8.12 A-D; 4.9.12 A
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
A.
1. Describe the development of
major technological advancements
throughout the history of mankind
a. Paraphrase and summarize
information form variety of
different literary sources
b. Compare and contrast major
technological events
1. Summative objective test
2. Research report on a specific
technology
3. Teacher observation,
summative objective test
Standard science lab equipment/
facilities
Internet
Library resources
Videos available through
RTMSD and DCIU
Teacher generated labs,
activities, and projects
2. Describe the impact of a specific
technology on the quality of life, the
environment, and/or value systems
a. Research the origins and
development of a specific
technology
b. Assess the influence of
technologies on the quality of lie,
the environment, and/or value
systems
1.
a.
b.
c.
d.
e.
Demonstrate how science is currently used in
Engineering
Product safety and effectiveness assessment
Criminal investigations
Biotechnology
Addressing environmental concerns
2. Demonstrate how society is impacted by current and emerging
technology
3. Allow students to see implications technology has on both the
individuals in the society and the society as a whole.
To do this, the instructor places special emphasis in having
students model real life applications via hands on activities, utilizing
the laboratory setting whenever possible. Field trips and guest
speakers will complement the program when feasible. The
application and correlation to real-life situations must be stressed
frequently; examples would include (but not be limited to) contracts,
deadlines, quantifying profit margins, patents, cost (effort)-tobenefit ratios, and decision-making processes. Teamwork and
cooperation are other essential skills that must receive
acknowledgment and emphasis, as both the science and business
communities rely upon strong interpersonal and communication
skills. Special attention must be given to clearly addressing specific
assignment goals, materials, and design specifications.
Lecture, notes, student oral presentations, student research
projects, field trips, guest speakers, building/construction projects,
laboratory exercises, as well as student conduction and evaluation of
surveys should be important components of this curriculum. In
addition to these activities, the instructor may choose to have
students use current event articles as a springboard for discussion on
a regular basis. Written assignments will occasionally be used to
gauge and assess student progress. As also it occurs in the world at
large, students will often be graded on performance, using rubrics
3. Demonstrate an understanding of
career opportunities in science and
technology
a. Examine career opportunities in
science and technology
b. Describe, compare, and contrast
a minimum of five careers in
science and technology in terms of
educational requirements, job
requirements, and employment
opportunities
Science, Technology, & Society –Grade 11/12, L2-3
The focus of the Science, Technology, and Society curriculum is to:
(Applies to A – H)
Page 2 of 18
06/20/16
Essential Question, Concept or Theme: A. History of Science Technology (required)
Approx. Time Allotment: ~13
PA Standards: 3.1.12 D,E; 3.2.12 A,D; 3.5.12 B; 3.6.12 A,B,C; 3.7.12 D,E; 3.8.12 A,B,C; 4.2.12 B; 4.6.12 C; 4.7.12 C; 4.8.12 A-D; 4.9.12 A
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
and other scaled criteria, rather than pen and paper tests.
The nature of this Science, Technology, & Society curriculum is
to remain current in all aspects, even as science, technologies, and
society progress in the years to come. As such, this course us to be
revised at least every other year, preferably annually. The themes,
activities, resources, and assessments, as well as enrichment,
remedial, adaptive, and usual strategies employed must change to
meet the needs of students when these goals are not being met.
Periodic evaluation of the curricular goals must also occur; to be
sure that current standards are being addressed with appropriately
crafted benchmarks and skills.
As it currently stands, the Science, Technology, & Society
curriculum addresses two distinct populations (levels two and three)
here at Penncrest High School. As such, it is to be expected that
there is differentiation between the two. At the present time, prior to
year one of the program, instructors must assess several different
aspects of the course; affirming the appropriate selection of
benchmarks, accurate assessments, and effective instructional
strategies are to be of primary concern among those aspects
presented in the formal written curriculum. Lacking clear, specific
differences at this time, it can be generalized that level two students
will be expected to have more stringent guidelines and different
rubrics presented to them for assignments, as well as should expect a
greater number of written assignments than level three students.
Level two students should also expect to have at least one major
research and presentation project over the course of the year.
Science, Technology, & Society –Grade 11/12, L2-3
Page 3 of 18
06/20/16
Essential Question, Concept or Theme: A. History of Science and Technology (required)
Approx. Time Allotment: ~45
PA Standards: 3.1.12 D,E; 3.2.12 A,D; 3.5.12 B; 3.6.12 A,B,C; 3.7.12 D,E; 3.8.12 A,B,C; 4.2.12 B; 4.6.12 C; 4.7.12 C; 4.8.12 A-D; 4.9.12 A
Adaptations/Inclusion
Multicultural/Interdisciplinary
Enrichment Strategies
Remediation Strategies
Techniques
Connection
A.
General adaptations for all themes may
include but are not limited to:
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
May include, but are not limited to the
following:
General enrichment strategies for all
themes:
Those activities/ adaptations listed in the
student’s IEP
Enrichment activities and assignments that
accompany texts and other resources
Tiered assignments
Independent study assignments such as
supplementary articles, labs, or research
Accelerated activities/ pace
Acting as a peer tutor
Written critical thinking responses
(evaluation and assessment of activity or
assignment)
Additional original and creative projects
agreed upon by both instructor and student
May include but are not limited to:
Extensions (time and material) to
assignments
Written self evaluation and assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Discuss contributions made from various
cultures through man’s history.
Discuss changes made to man’s lifestyle
attributed to various cultures through
man’s history.
A.
Construct a functional model of a
technology
Science, Technology, & Society –Grade 11/12, L2-3
Page 4 of 18
06/20/16
Essential Question, Concept or Theme: B. Engineering & Design (required)
Approx. Time Allotment: ~45
PA Standards: 3.1.12 A-D; 3.2.12 C,D; 3.3.12 A-C; 3.4.12 A,C; 3.6.12 C; 3.7.12 A,B; 3.7.12 E; 4.8.12 A
Aligned Materials/
Instructional
Benchmark/Skills
Assessment
Resources/Technology
Strategies
B.
1. Demonstrate and apply design and
problem solving processes
a. Gather and organize information
from a variety of sources
b. Associate structure of objects to
their function
c. Record and analyze quantitative
and qualitative observations
d. Develop experimental procedures
to solve complex problems
e. Design and implement a solution
that satisfies criteria for a given
problem
f. Document each step of the design/
problem solving process by
maintaining a log/ notebook
g. Draw conclusions based on
experimental findings and data
1 & 2. Performance assessment: Design
and construct a device that fits the
proscribed criteria
2. Use the properties of common
materials to successfully construct a
structure meeting proscribed
specifications
a. Describe the properties of common
materials
b. Compare and contrast the
properties of common materials
c. Describe how to maximize the
properties of common materials by
manipulating the shape and/or treating
the material
d. Compare elastic and plastic
behavior
Science, Technology, & Society –Grade 11/12, L2-3
Standard science lab equipment/ facilities
Internet
Library resources
Laser disks
Videos available through RTMSD and DCIU
Teacher generated labs, activities, and projects
Possible field trip: Philadelphia and/or other local zoo,
Boeing facility, Franklin Mint package engineering lab
Possible guest speakers: representatives from engineering
facilities (such as Boeing, Franklin Mint packaging
division), Philadelphia or other zoo
Balsa wood
Glue/ hot glue/ glue sticks/ tape
Scissors
Toothpicks
Spaghetti (uncooked)
Gumdrops/ spice drops
Straws
Colored pencils
Large sheets/ rolls of paper
Cardstock paper (ex: IBM cards, notecards)
Pins
String/ twine/ yarn
DC motors
Copper wire
Soldering iron and solder
Small Gears
Batteries
Card/ plastic wheels
Metal axles
Cardboard and Posterboard
Waxed paper
X-acto knives
Wooden spools
Balloons
Saw
Dremel and accessories
Plastic bottles
Page 5 of 18
See comprehensive
instructional plan in Section
A.
06/20/16
Essential Question, Concept or Theme: B. Engineering & Design (required)
PA Standards: 3.1.12 A-D; 3.2.12 C,D; 3.3.12 A-C; 3.4.12 A,C; 3.6.12 C; 3.7.12 A,B; 3.7.12 E; 4.8.12 A
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment: ~45
General adaptations for all themes may
include but are not limited to:
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Discuss design contributions made from
various cultures.
Participation in Physics Olympics
Participation in Science Olympiad
Science, Technology, & Society –Grade 11/12, L2-3
May include but are not limited to:
Extensions (time and material) to
assignments
Written self evaluation and assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Page 6 of 18
Multicultural/Interdisciplinary
Connection
06/20/16
Approx. Time Allotment:
Essential Question, Concept or Theme: C. Product & Consumer Sciences (required)
~45
PA Standards: 3.1.12 A-E; 3.2.12 A-D; 3.4.12 A; 3.5.12 B,D; 3.6.12 A; 3.7.12 B; 3.8.12 B; 4.2.12 A-D; 4.6.12 C, 4.8.12 A-D; 4.9.12 A
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
C.
1. Describe the chemical makeup of petroleum, how it differs from
other natural materials, and how it is refined
a. Describe the cracking process and name the typical products formed
from each fraction
b. Write the general formula and properly name the first ten alkanes
c. Explain the term octane number, state its relationship to grades of
gasoline, and identify ways of increasing octane number
d. Compare and contrast hydrocarbons in terms of molecular models,
formulas, bond type, and structure, as well as for physical and chemical
properties
1. Summative objective test
2. Summative objective test,
Performance assessment:
Laboratory performance and
report
3. Teacher observation, written
assignments, summative objective
test
2. Demonstrate an awareness of the importance of testing products to
determine safety and effectiveness of stated purpose
a. Discuss the decision making process
b. Discuss lifetime exposure to products used on a regular basis in
terms frequency, duration, and toxicity
c. State human and environmental concerns faced by consumers and in
response to use and disposal of products
d. Design an experiment to test how effective a product is
e. Collect and analyze data on the effectiveness of common household
products
f. Formulate household cleaning agents
Chemistry in the Community
(ChemCom) text and resources
Standard science lab equipment/
facilities
Internet
Library resources
Laser disk
Videos available through RTMSD and
DCIU
Various samples of: paper towels,
shampoo, dish detergent, food labels,
food samples, hand lotions, sunscreens,
and other household products)
Teacher generated labs, activities, and
projects
Possible field trip to manufacturing
facility
Instructional
Strategies
See comprehensive
instructional plan in
Section A.
3. Evaluate and use the information present on standard food labels
a. Classify ingredients on food labels as macromolecules, vitamins,
minerals, food additives
b. Classify and compare the types of biomolecules as to structure and
function
c. Perform laboratory analysis of food items to determine the presence
biomolecules
d. Perform calorimetry on common food items
e. Explain the role of vitamins and minerals on sustaining human
health
f. Extract fat from a food sample to calculate the percentage of fat in
the food
g. Explain what food additives are and why they are added to foods
Science, Technology, & Society –Grade 11/12, L2-3
Page 7 of 18
06/20/16
Essential Question, Concept or Theme: C. Product & Consumer Sciences (required)
Approx. Time Allotment: ~45
PA Standards: 3.1.12 A-E; 3.2.12 A-D; 3.4.12 A; 3.5.12 B,D; 3.6.12 A; 3.7.12 B; 3.8.12 B; 4.2.12 A-D; 4.6.12 C, 4.8.12 A-D; 4.9.12 A
Adaptations/Inclusion
Multicultural/Interdisciplinary
Enrichment Strategies
Remediation Strategies
Techniques
Connection
C.
General adaptations for all themes may
include but are not limited to:
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Conduct authentic research to test a
product’s effectiveness
Science, Technology, & Society –Grade 11/12, L2-3
May include but are not limited to:
Extensions (time and material) to
assignments
Written self evaluation and assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Page 8 of 18
Discuss the impact of world politics on
natural resource distribution.
06/20/16
Essential Question, Concept or Theme: D. Pseudosciences
PA Standards: 3.2.12 A-C; 3.3.12 B; 3.4.12 A; 3.8.12 A
Benchmark/Skills
D.
1. Evaluate problem solving approaches
to determine if the approach is
scientifically valid
a. Discuss science as methodical,
progressive, cyclic, and repeatable
b. Explain why some questions can not be
answered by science
c. Describe the processes recognized as
research by the scientific community
Approx. Time Allotment: ~13
Aligned Materials/
Resources/Technology
Assessment
1. Teacher observation of class
discussion, written assignments
Science, Technology, & Society –Grade 11/12, L2-3
Standard science lab equipment/ facilities
Internet
Library resources
Videos available through RTMSD and
DCIU
Playing cards
Bingo ships
Dice
Teacher generated labs, activities, and
projects
Page 9 of 18
Instructional Strategies
See comprehensive instructional plan in
Section A.
06/20/16
Essential Question, Concept or Theme: D. Pseudosciences
PA Standards: 3.2.12 A-C; 3.3.12 B; 3.4.12 A; 3.8.12 A
Adaptations/Inclusion
Enrichment Strategies
Techniques
D.
General adaptations for all themes may
include but are not limited to:
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Conduct literature research on a
pseudoscience, giving possible
explanations for such phenomena
Science, Technology, & Society –Grade 11/12, L2-3
Approx. Time Allotment: ~13
Remediation Strategies
May include but are not limited to:
Extensions (time and material) to
assignments
Written self evaluation and assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Page 10 of 18
Multicultural/Interdisciplinary
Connection
Discuss the contributions made by various
cultures to forensics.
Discuss the contributions made to the
study of genetics by women and minority
groups.
06/20/16
Essential Question, Concept or Theme: E. Forensics & Genetics
PA Standards: 3.1.12 B,E; 3.2.12 A-D; 3.3.12 A,B,C; 3.6.12 A,B; 3.7.12 A,B,D; 3.8.12 A,B,C
Benchmark/Skills
E.
1. Summarize and analyze the impact of
genetic engineering on society in regards
to politics, economics, agriculture, and
individual moral beliefs
a. Explain what genetic engineering is
and how organisms are genetically
engineered
b. List advantages and disadvantages of
using/ creating genetically engineered
organisms as compared to naturally
occurring organisms
c. List purposes for creating genetically
engineered organisms
d. List arguments against genetically
engineered organisms
Aligned Materials/
Resources/Technology
Assessment
1. Teacher observation of class
discussion, summative objective test,
written assignments, Performance
assessment: lab activity/ activities
2. Teacher observation, Performance
assessment: lab activities, lab reports,
written assignments
2. Analyze (mock) evidence to determine
connections between the evidence and its
sources
a. Identify, collect, and examine evidence
(may include but not limited to hair,
plastics, simulated body fluids,
fingerprints, glass fragments, tool marks,
unknown powders, ink, tire marks,
impressions and casts)
b. Classify evidence using standard lab
processes
c. Utilize inductive and deductive
reasoning skills
Science, Technology, & Society –Grade 11/12, L2-3
Standard science lab equipment/ facilities
Internet
Library resources
Videos available through RTMSD and
DCIU
Teacher generated labs, activities, and
projects
Multiple samples of (real or artificial)
glass, tool mark impressions, hair,
simulated drugs, blood, and urine, fabric,
plastics, lipstick, Matchbox cars, and other
common items
Onions
Toothpicks
Knives
Blender
Dish detergent
Food coloring
Gel electrophoresis setup
Materials for DNA extraction and
processing of DNA to perform PCR (if
available)
Possible field trip: evidence processing
facility
Possible guest speaker: crime scene
investigator/ lab technician/ police officer
Page 11 of 18
Approx. Time Allotment: ~35
Instructional Strategies
See comprehensive instructional plan in
Section A.
06/20/16
Essential Question, Concept or Theme: E. Forensics & Genetics
PA Standards: 3.1.12 B,E; 3.2.12 A-D; 3.3.12 A,B,C; 3.6.12 A,B; 3.7.12 A,B,D; 3.8.12 A,B,C
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
E.
General adaptations for all themes may
include but are not limited to:
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Participate in a college outreach program
in genetics
Science, Technology, & Society –Grade 11/12, L2-3
May include but are not limited to:
Extensions (time and material) to
assignments
Written self evaluation and assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Page 12 of 18
Approx. Time Allotment: ~35
Multicultural/Interdisciplinary
Connection
Discuss the contributions made by various
cultures to forensics
Discuss the contributions made to the
study of genetics by women and minority
groups
06/20/16
Essential Question, Concept or Theme: F. Aeronautics & Flight
PA Standards: 3.1.12 A-E; 3.2.12 A,C,D; 3.4.12 A,C; 3.6.12 C; 3.7.12 A,B; 3.8.12 A
Benchmark/Skills
F.
1. Construct models of aircraft to
successfully demonstrate and control
flight characteristics
a. Demonstrate lift using a kite of their
own construction
b. Design an build aircraft such as
rockets, hot air balloons, kites, planes,
and/ or gliders
c. Acquire and elementary knowledge of
the purposes and uses of the simplest and
most common aircraft components and
instruments
Approx. Time Allotment: ~35
Aligned Materials/
Resources/Technology
Assessment
1. Summative objective test, Performance
assessment: Construction of model aircraft
to design specifications
2. Summative objective test, Performance
assessment: Lab activities
2. Apply Newton’s three laws of motion
a. State Newton’s three laws of motion
b. Define and explain in their own words
the concepts of inertia, force, acceleration,
gravity, friction, and weight
c. Illustrate Newton’s three laws of
motion with model aircraft
Science, Technology, & Society –Grade 11/12, L2-3
Standard science lab equipment/ facilities
Internet
Library resources
Videos available through RTMSD and
DCIU
Teacher generated labs, activities, and
projects
Pitsco lab packs and reference resources
(kites, model rockets, bottle rockets,
parachutes, gliders)
Styrofoam trays
Tissue paper
Glue sticks or rubber cement
Popsicle/craft sticks
String/ yarn/ twine
Straws
Paper
Cardboard
Wooden dowels
Plastic sheeting
Pasco data collection software and
hardware
Balloons
Hot air balloon launcher and fuel
Page 13 of 18
Instructional Strategies
See comprehensive instructional plan in
Section A.
06/20/16
Essential Question, Concept or Theme: F. Aeronautics & Flight
PA Standards: 3.1.12 A-E; 3.2.12 A,C,D; 3.4.12 A,C; 3.6.12 C; 3.7.12 A,B; 3.8.12 A
Adaptations/Inclusion
Enrichment Strategies
Techniques
F.
General adaptations for all themes may
include but are not limited to:
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Visit the Smithsonian Air & Space
Museum
Visit the Goddard Space Flight Center
Participate in flight lessons
Science, Technology, & Society –Grade 11/12, L2-3
Approx. Time Allotment: ~35
Remediation Strategies
May include but are not limited to:
Extensions (time and material) to
assignments
Written self evaluation and assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Page 14 of 18
Multicultural/Interdisciplinary
Connection
Discuss the contributions made to the
study and practice of flight technology
from ancient China to the first flight at
Kitty Hawk
06/20/16
Essential Question, Concept or Theme: G. Ecology Issues: Waste, Water & Human Population
Approx. Time Allotment: ~30
PA Standards: 3.1.12 A-E; 3.2.12 A,B,C; 3.5.12 B,C,D; 3.6.12 A; 3.8.12 A,B,C; 4.1.12 E; 4.2.12 A-D; 4.6.12 C; 4.7.12 A,C; 4.8.12 A-D; 4.9.12 A
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
G.
1. Discuss the impacts of water use and
pollution on potable water supplies
a. Describe the main sources of potable water
supplies, and explain why freshwater is often
in short supply
b. Compare point and non-point pollution
c. Classify pollution
d. Assess the risks and benefits of standard
water treatments
e. Evaluate the risk of contamination in our
water supplies
f. Identify and evaluate techniques of water
purification
g. Identify methods of conserving water
1. Teacher observation, summative
objective test, performance
assessment: lab activity, written
assignments
2. Written assignments, summative
objective test
3. Written assignments, summative
objective test, activity assessment
ChemCom text and resources
Environmental text and resources
Standard science lab equipment/ facilities
Internet
Library resources
Videos available through RTMSD and DCIU
Teacher generated labs, activities, and projects
Plastic bins
Possible field trips to waste water treatment
facility, sanitary landfill, and power plant
See comprehensive instructional
plan in Section A.
2. Analyze current waste management
practices and propose alternatives or
modifications
a. Explain the four prong approach to waste
management (source reduction, recycling,
resource recovery, and landfilling)
b. Explain how most municipal waste is
currently processed
c. Apply the law of conservation of matter an
the law of conservation of energy to the waste
problem
d. Classify waste
3. Evaluate the impact of human population
growth
a. Explain why human population growth has
exploded
b. Discuss problems stemming from human
population growth
c. Describe factors that limit ovulation size
d. Identify factors that led to changes in
human population
Science, Technology, & Society –Grade 11/12, L2-3
Page 15 of 18
06/20/16
Essential Question, Concept or Theme: G. Ecology Issues; Waste, Water, & Human Population
Approx. Time Allotment: ~15
PA Standards: G. 3.1.12 A-E; 3.2.12 A,B,C; 3.5.12 B,C,D; 3.6.12 A; 3.8.12 A,B,C; 4.1.12 E; 4.2.12 A-D; 4.6.12 C; 4.7.12 A,C; 4.8.12 A-D; 4.9.12 A
Adaptations/Inclusion
Multicultural/Interdisciplinary
Enrichment Strategies
Remediation Strategies
Techniques
Connection
G.
General adaptations for all themes may
include but are not limited to:
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Speak to elementary school students on
the importance of recycling
Assist the Penncrest Eco club is boosting
recycling efforts
Lead and educational campaign to teach
others about ecological issues
Volunteer at local environmental center
Assist students involved with Penncrest’s
Envirothon or Science Olympiad team
Science, Technology, & Society –Grade 11/12, L2-3
May include but are not limited to:
Extensions (time and material) to
assignments
Written self evaluation and assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Page 16 of 18
Discuss how third world populations
impact the world’s population growth and
resource use.
06/20/16
Essential Question, Concept or Theme: H. Issues in Science & Technology
Approx. Time Allotment: ~15
PA Standards: 3.1.12 A-E; 3.2.12 A-D; 3.3.12 A,B,C; 3.4.12 A,C; 3.5.12 B,C,D; 3.6.12 A,B,C; 3.7.12 A,B,D,E; 3.8.12 A,B,C; 4.1.12 E; 4.2.12 A-D; 4.6.12 C; 4.7.12 A,C;
4.8.12 A-D; 4.9.12 A
Benchmark/Skills
H.
1. Demonstrate the ability to determine
what is and isn’t an issue in modern
society
a. Assess the influences of technologies
on society
b. Distinguish between social and
technological issues
Aligned Materials/
Resources/Technology
Assessment
Teacher observation, assessment of
individual student research
Standard science lab equipment/ facilities
Internet
Library resources
Videos available through RTMSD and
DCIU
Teacher generated projects
Instructional Strategies
See comprehensive instructional plan in
Section A.
Differentiation between levels two and
three will be primarily the extent to which
these skills are expected to be performed.
The concepts should be met at baseline for
level three students, and expanded upon
for level two students.
Science, Technology, & Society –Grade 11/12, L2-3
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06/20/16
Essential Question, Concept or Theme: H. Issues in Science & Technology
Approx. Time Allotment: ~15
PA Standards: H. 3.1.12 A-E; 3.2.12 A-D; 3.3.12 A,B,C; 3.4.12 A,C; 3.5.12 B,C,D; 3.6.12 A,B,C; 3.7.12 A,B,D,E; 3.8.12 A,B,C; 4.1.12 E; 4.2.12 A-D; 4.6.12 C; 4.7.12 A,C;
4.8.12 A-D; 4.9.12 A
Adaptations/Inclusion
Techniques
H.
General adaptations for all themes may
include but are not limited to:
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Enrichment Strategies
Remediation Strategies
Conduct original, authentic research
Participate in the Delaware County
Science Fair
Assist elementary students in participation
in a local science fair
Science, Technology, & Society –Grade 11/12, L2-3
Multicultural/Interdisciplinary
Connection
May include but are not limited to:
Extensions (time and material) to
assignments
Written self evaluation and assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the students’
IEP
Extended test time
Modified tests/ assignments, including
rubrics
Preferential seating
Use of organizers
Alternate assignments and assessment
Visual aids
Manipulatives
Study guides
Peer tutors
Small group instruction
Additional help
Page 18 of 18
06/20/16