MADISON PUBLIC SCHOOLS
Technology – 7th Grade
Authored by: Britt Kuehn
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
This technology elective takes an engineering perspective that encourages students to follow the six steps of
problems solving: accepting the challenge, reviewing criteria, gathering information and materials, brainstorming
ideas, planning and making, and testing the model and reviewing. In grade seven, students will apply the
problem solving process to three projects:1) lunar landing (two pieces of computer paper and a brick) 2) building
a foam board themed foam board using TABS mechanical software, and 3)catapults. Through these projects
students will develop interpersonal skills to complete these challenges while analyzing stat, testing hypothesis,
and understanding abstract concepts and applying them to old knowledge to solve new problems.
II. RATIONALE
This curriculum uses a systems approach to the study of technology. Consisting of an input, process, feedback,
and an output; this system is a process. Technology is not a thing, but a way of combining tools and creativity to
create a new outcome. The idea that a computer is technology, for example, is a common misconception. The
computer, however, is the RESULT of technology and is used as a device which owes its existence to the process
of technology. It is the PROCESS or SYSTEMATIC approach to complex problem solving that will assist
students to learn how to learn and allow them to adapt to future challenges.
The combination of technological literacy (what student will know) and technological capability (what students
will be able to do) is the essence of technological education. By drawing from many aspects of core curriculum
area contents such as mathematical skills, science concepts, and social studies issues, this program will be taught
predominately through hands-on activity oriented problem solving exercises. Students formulate ideas using
knowledge and information and implement them as tools and machines transform resources into objects that
extend human capability.
III. STUDENT OUTCOMES (Linked to New Jersey Core Curriculum Standards and Strands)
STANDARD 8.1 (COMPUTER AND INFORMATION LITERACY ) ALL STUDENTS WILL USE COMPUTER
APPLICATIONS TO GATHER AND ORGANIZE INFORMATION AND TO SOLVE PROBLEMS.
Students will:
A. Basic Computer Skills and Tools
1. Use appropriate technology vocabulary.
2. Use common features of an operating system (e.g., creating and organizing files and folders).
3. Demonstrate effective input of text and data, using touch keyboarding with proper technique.
4. Input and access data and text efficiently and accurately through proficient use of other input devices, such as
the mouse.
5. Create documents with advanced text-formatting and graphics using word processing.
6. Create a file containing customized information by merging documents.
7. Construct a simple spreadsheet, enter data, and interpret the information.
8. Design and produce a basic multimedia project.
9. Plan and create a simple database, define fields, input data, and produce a report using sort and query.
10. Use network resources for storing and retrieving data.
11. Choose appropriate electronic graphic organizers to create, construct, or design a document.
12. Create, organize and manipulate shortcuts.
B. Application of Productivity Tools
Social Aspects
1. Demonstrate an understanding of how changes in technology impact the workplace and society.
2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of
misuse.
3. Explain the purpose of an Acceptable Use Policy and the consequences of inappropriate use of technology.
4. Describe and practice safe Internet usage.
5. Describe and practice "etiquette" when using the Internet and electronic mail.
Information Access and Research
6. Choose appropriate tools and information resources to support research and solve real world problems,
including but not limited to:
On-line resources and databases
Search engines and subject directories
7. Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic information sources.
Problem Solving and Decision Making
8. Use computer applications to modify information independently and/or collaboratively to solve problems.
9. Identify basic hardware problems and demonstrate the ability to solve common problems.
10. Determine when technology tools are appropriate to solve a problem and make a decision.
STANDARD 8.2 (TECHNOLOGY EDUCATION) 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, SOCIETY, AND THE ENVIRONMENT.
Students will:
A. Nature and Impact of Technology
1. Describe the nature of technology and the consequences of technological activity.
2. Describe how components of a technological product, system, or environment interact.
3. Describe how one technological innovation can be applied to solve another human problem that enhances
human life or extends human capability.
4. Describe how technological activity has an affect on economic development, political actions, and cultural
change.
5. Explain the cultural and societal effects resulting from the dramatic increases of knowledge and information
available today.
B. Design Process and Impact Assessment
1. Demonstrate and explain how the design process is not linear.
2. Use hands on activities to analyze products and systems to determine how the design process was applied to
create the solution.
3. Identify a technological problem and use the design process to create an appropriate solution.
4. Describe how variations in resources can affect solutions to a technological problem.
5. Select and safely use appropriate tools and materials in analyzing, designing, modeling or making a
technological product, system or environment.
C. Systems in the Designed World
1. Explain technological advances in medical, agricultural, energy and power, information and communication,
transportation, manufacturing, and construction technologies.
2. Explain reasons why human-designed systems, products, and environments need to be monitored,
maintained, and improved to ensure safety, quality, cost efficiency, and sustainability.
3. Explain the functions and interdependence of subsystems such as waste disposal, water purification, electrical,
structural, safety, climatic control, and communication.
IV. ESSENTIAL QUESTIONS AND CONTENT
Junar Landing( 1-4 days)
Essential Questions:
• How is technology defined?
• How is the problem solving process important to the improvement of technology?
• How technology builds upon itself?
Students should be able to:
8.2 A
1. Describe the nature of technology and the consequences of technological activity.
2. Describe how components of a technological product, system, or environment interact.
3. Describe how one technological innovation can be applied to solve another human problem that enhances
human life or extends human capability.
8.2 B
1. Demonstrate and explain how the design process is not linear.
2. Use hands on activities to analyze products and systems to determine how the design process was applied to
create the solution.
3. Identify a technological problem and use the design process to create an appropriate solution.
4. Describe how variations in resources can affect solutions to a technological problem.
5. Select and safely use appropriate tools and materials in analyzing, designing, modeling or making a
technological product, system or environment
Foam Board Chairs(14-20 days)
Essential Questions:
• Can materials be strengthen by design?
• How does advanced technology (computers) application support simple engineering design?
Students should be able to:
8.1 B Use computer applications to modify information independently and/or collaboratively to solve problems.
8.2 A
1. Describe the nature of technology and the consequences of technological activity.
2. Describe how components of a technological product, system, or environment interact.
3. Describe how one technological innovation can be applied to solve another human problem that enhances
human life or extends human capability.
4. Describe how technological activity has an affect on economic development, political actions, and cultural
change.
8.2 B
1. Demonstrate and explain how the design process is not linear.
2. Use hands on activities to analyze products and systems to determine how the design process was applied to
create the solution.
3. Identify a technological problem and use the design process to create an appropriate solution.
4. Describe how variations in resources can affect solutions to a technological problem.
5. Select and safely use appropriate tools and materials in analyzing, designing, modeling or making a
technological product, system or environment.
Catapults(10-15 days)
Essential Questions
• How does design effect result?
• How modifications of design can effect change?
Students will be able to:
8.2 B
1. Demonstrate and explain how the design process is not linear.
2. Use hands on activities to analyze products and systems to determine how the design process was applied to
create the solution.
3. Identify a technological problem and use the design process to create an appropriate solution.
4. Describe how variations in resources can affect solutions to a technological problem.
5. Select and safely use appropriate tools and materials in analyzing, designing, modeling or making a
technological product, system or environment.
8.2 C
1. Explain technological advances in medical, agricultural, energy and power, information and communication,
transportation, manufacturing, and construction technologies.
2. Explain reasons why human-designed systems, products, and environments need to be monitored,
maintained, and improved to ensure safety, quality, cost efficiency, and sustainability.
3. Explain the functions and interdependence of subsystems such as waste disposal, water purification, electrical,
structural, safety, climatic control, and communication.
V. STRATEGIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
Teacher demonstration
Guided Practice
Class discussion & critiques
Reading/researching science and mathematical concepts
Multi-media presentation
Collaborative projects
Lecture/discussion
Video
Model building
VI. EVALUATION
The goal of any evaluation in this course should encourage students to expand one’s growth. Evaluations,
critiques, and grades should not interfere with spontaneity and experimentation. The problem solving process
will be emphasized as the intrinsic reward, not the grade as the reward. The evaluation should encourage
student to evaluate progress and teachers to guide students to further grow in the process of each hands-on
activity. Rubric examples for process and participation are attached.
•
•
•
•
Tool safety quiz
Journal entries- application of the 6 steps to problem solving
Participation
Rubric scores for product and participation
VII. REQUIRED RESOURCES
Structural Basicshttp://architecture.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=architecture&cdn=homegarden
&tm=24&gps=63_6_1208_634&f=10&su=p284.8.150.ip_&tt=14&bt=1&bts=1&zu=http%3A//www.aiaphil
a.org/aie/new-stuff/structure/vocabulary.html
Chair Designhttp://www.design.chalmers.se/projects/design_and_material/furniture/
Catapultshttp://science.howstuffworks.com/question127.htm
VIII. SCOPE AND SEQUENCE
The units may be delivered in any order and the unit objectives are intended to provide instructors with
guidelines and parameters as they move through the curriculum. Furthermore, each unit of study days spent on
each project is expressed in variables as this provides flexibility for the instructor to adapt the curriculum to the
needs of the learner. Classes meet every other day for 40-minute periods.
6 Steps Problem Solving Process
1)
2)
3)
4)
5)
6)
Accepting the Challenge
Review Criteria
Gather Information and Materials
Brainstorming Ideas
Planning and Making
Testing the Model and Reviewing
Days 1-4
Tool Safety, problem solving process and lunar landing
Objective: At the end of this unit the student will demonstrate
• How to use the equipment safely
• Apply the problem solving process
• Reflect on their success or failure
Lunar Landing
NASA space program has sought your problem solving expertise. They have been asked to design a lunar
support
for the space program. You are in charge of designing a model of the lunar landing base. In this
Activities:
model the lunar platform• weight
will will
be equal
toequipment
the weightsuch
of aasbrick.
The and
lunar
landing
supports
Students
handle
glue guns
take
tool safety
quiz will be
made of material of equal• strength
two pieces
of photocopy
Reviewofproblem
solving
process paper. Your mission is to design and build a
model of the lunar landing
using
only
two
pieces
of
photocopy
paper and a brick. The brick must be at least
• Build lunar landing
one inch above the surface.
• Present solutions to class
Days 5-9
Design foam board chair
Objective: At the end of this unit the student will demonstrate
• Ability to navigate mechanical design software, TABS, to design and create a
model of a theme chair
• Use the problem solving process to design chair
• Reflect on their success or failure
Activities:
• Work with TABS software to design chair
Days 10-20
Build foam board chair
Objective: At the end of this unit the student will demonstrate
• Apply their computer generated design
• Use the problem solving process to design chair
• Reflect on their success or failure
Activities:
• Build chair
Days 20-25
Catapults
Objective: At the end of this unit the student will demonstrate
• Use the problem solving process to construct catapults
• Manipulate components to adjust distance
• Reflect on their success or failure
Activities:
• Build catapults
7th Grade Technology Lab Safety Contract
Madison Junior School 2007-2008
Student Name: ____________________________________
Grade: ___________________
Class Period: ___________________
This year in Technology class you will be utilizing various tools and machines such as scissors, paper
cutters, Exacto knives, and hot glue guns. There are also many additional tools and machines in the lab
that we will not be using this year, but will still be present. The following is a list of rules that must be
followed in order to maintain a safe Technology lab environment for everyone.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I will follow instructions at all times.
I will not run in the lab.
I will not throw objects in the lab.
I will not use a tool unless authorized to by my teacher (this may require passing a safety quiz).
If I do not pass a safety quiz, I will not use that particular tool.
I will concentrate while using all tools.
I will not interrupt other students while they are using tools.
I will inform the teacher immediately if something is broken or breaks during class.
I will report all accidents immediately to the teacher.
I will perform proper clean up.
By signing this contract, I fully understand the above safety rules and I will follow all of these rules at all times. I also
understand that failure to adhere to these rules could result in injury.
Student Signature: ________________________________ Date: ______________
Parent Signature: ________________________________
Comments:
Date: ______________
Exacto Knife Safety
Definition:
An Exacto knife is a precision cutting tool used for materials such as cardboard, balsawood, and paper. It has a
long, pencil-like handle with some added grip. At the end of the handle is an extremely sharp, pointed blade. The
key to using an Exacto knife is to take your time and concentrate while keeping your hands at a safe distance
from the blade.
Rules for Use:
1. Mark out lines to be cut with pencil before using the Exacto knife.
2. Always place a cutting mat under what is being cut.
3. Securely grip the handle of the knife so that it does not slip out of your hands.
4. Firmly hold the material that you are cutting.
5. Keep your fingers as far away from the blade as possible, but be sure to maintain a safe grasp of the
material being cut.
6. Concentrate directly on what you are doing while handling the Exacto knife.
7. Avoid using excessive force and trying to make deep cuts.
8. Make several passes when cutting.
9. One person per cutting mat.
10. Do not bother or interrupt someone that is using the Exacto knife.
Clean Up:
1. Remove the scraps that you created
2. Put the cap over the blade.
3. Leave the Exacto knife at the cutting station.
Glue Gun Safety
Definition:
A hot glue gun is a very useful tool for joining modeling
materials and even more substantial materials can be
fixed together with it. ‘Sticks’ of solid glue are pushed
into the back of the gun, the trigger is pressed pushing
the glue stick forward and molten glue comes out of the
nozzle. The glue is manufactured from thermoplastics.
Thermoplastics are plastics that melt and can be reshaped when they are heated. Some are suitable as glues.
There are different types of glue sticks and these are selected depending on the material being glued. Some glue
sticks are more suitable for wood based materials whilst others are for general gluing of a variety of materials.
The diagram above shows a typical hot glue gun. Part of its side has been cut away so that the heating element
can be seen. Glue guns should be switched on at least five to ten minutes before they are used. This allows the
heating element and the glue next to it, to heat up. The glue stick becomes very hot and melts becoming molten.
At this stage it can be used to glue materials together. However, care should be taken because hot glue is
dangerous and takes a few minutes to cool. Always keep hands and finger s away from the glue as it is forced out
of the nozzle.
Rules for Use:
1. Wear safety goggles at all times.
2. Always place a piece of wood or scrap material under what is being soldered.
3.Keep the glue gun in the stand whenever it is plugged in.
4. Hold the glue gun by the plastic handle.
5. Do not touch the metal part of the glue gun..
6. Avoid touching plastics or other melt-able objects with the metal tip.
7. Do not touch the glue gun tip area until it has completely cooled (glue guns take approximately 5
minutes to cool).
Clean Up:
8. Unplug the glue gun five minute prior to the end of the period.
9. Place the cooled glue gun in storage container.
Name: _________________________
Lab Safety Quiz
Exacto Knife & Glue Gun
Answer the following questions by circling either True or False. You will need a 90% or higher in order to use
this piece of equipment.
1. Glue guns require five minutes to heat up.
True
False
2. It takes 30 seconds for the tip of the glue gun to cool.
True
False
3. The metal tip of the glue gun is very hot and is not safe to touch.
True
False
4. Use quick, forceful movement when using the Exacto knife.
True
False
5. Glue gun glue dries very quickly and can be touched immediately after you are done.
True
False
6. You must wear safety goggles when using a glue gun.
True
False
7. Put the cap on the Exacto knife when you are finished cutting.
True
False
8. It is better to make one deep cut with the Exacto knife than to make several smaller ones.
True
9.
False
Mark out your cutting lines before using the Exacto knife.
True
False
10. The glue gun needs to be unplugged five minutes prior to the end of the period.
True
False
Grade:
_________ out of 10 questions = ____________ %
You have passed this safety quiz and are now approved to use these pieces of equipment.
You have not passed this safety quiz and you are not approved to use these pieces of equipment.
ASSESSMENT RUBRIC FOR PROJECT
4
3
2
1
Modification/
Testing
Clear evidence of
troubleshooting, testing, and
refinements based on data or
scientific principles.
Clear evidence of
troubleshooting, testing and
refinements.
Some evidence of
troubleshooting, testing
and refinements.
Little evidence of
troubleshooting, testing
or refinement.
Function
Structure functions
extraordinarily well, holding
up under atypical stresses.
Structure functions well,
holding up under typical
stresses.
Structure functions
pretty well, but
deteriorates under
typical stresses.
Fatal flaws in function
with complete failure
under typical stresses.
Scientific
Knowledge
Explanations by all group
members indicate a clear and
accurate understanding of
scientific principles
underlying the construction
and modifications.
Explanations by all group
members indicate a
relatively accurate
understanding of scientific
principles underlying the
construction and
modifications.
Explanations by most
group members indicate
relatively accurate
understanding of
scientific principles
underlying the
construction and
modifications.
Explanations by several
members of the group do
not illustrate much
understanding of
scientific principles
underlying the
construction and
modifications.
Plan
Plan is neat with clear
measurements and labeling for
all components.
Plan is neat with clear
measurements and labeling
for most components.
Plan provides clear
measurements and
labeling for most
components.
Data Collection
Data taken several times in a
careful, reliable manner.
Data taken twice in a
careful, reliable manner.
Data taken once in a
careful, reliable manner.
Construction –
Materials
Appropriate materials were
selected and creatively
modified in ways that made
them even better.
Appropriate materials were
selected and there was an
attempt at creative
modification to make them
even better.
Appropriate materials
were selected.
Construction
Process
Great care taken in
construction process so that
the structure is neat, attractive
and follows plans accurately.
Construction was careful
and accurate for the most
part, but 1-2 details could
have been refined for a more
attractive product.
Construction accurately
followed the plans, but
3-4 details could have
been refined for a more
attractive product.
Construction appears
careless or haphazard.
Many details need
refinement for a strong or
attractive product.
Journal/Log
Journal provides a complete
record of planning,
construction, testing,
modifications, reasons for
modifications, and some
reflection about the strategies
used and the results.
Journal provides a complete
record of planning,
construction, testing,
modifications, and reasons
for modifications.
Journal provides quite a
bit of detail about
planning, construction,
testing, modifications,
and reasons for
modifications.
Journal provides very
little detail about several
aspects of the planning,
construction, and testing
process.
Plan does not show
measurements clearly or
is otherwise inadequately
labeled.
Data not taken carefully
OR not taken in a
reliable manner.
Inappropriate materials
were selected and
contributed to a product
that performed poorly.
ASSESSMENT RUBRIC FOR PARTICIPATION
4
Routinely provides
useful ideas when
participating in the
group and in classroom
discussion. A definite
leader who contributes a
lot of effort.
3
Usually provides useful
ideas when participating
in the group and in
classroom discussion. A
strong group member
who tries hard!
2
Sometimes provides
useful ideas when
participating in the
group and in classroom
discussion. A
satisfactory group
member who does what
is required.
1
Rarely provides useful
ideas when participating
in the group and in
classroom discussion.
May refuse to
participate.
Time Management
Routinely uses time well
throughout the project to
ensure things get done
on time. Group does not
have to adjust deadlines
or work responsibilities
because of this person's
procrastination.
Usually uses time well
throughout the project,
but may have
procrastinated on one
thing. Group does not
have to adjust deadlines
or work responsibilities
because of this person's
procrastination.
Tends to procrastinate,
but always gets things
done by the deadlines.
Group sometimes needs
to adjust deadlines or
work responsibilities
because of this person's
procrastination.
Rarely gets things done
by the deadlines AND
group has to adjust
deadlines or work
responsibilities because
of this person's
inadequate time
management.
Problem Solving
Actively looks for and
suggests solutions to
problems.
Refines solutions
suggested by others.
Does not suggest or
refine solutions, but is
willing to try out
solutions suggested by
others.
Does not try to solve
problems or help others
solve problems. Lets
others do the work.
Attitude
Never is publicly critical
of the project or the
work of others. Always
has a positive attitude
about the task(s).
Rarely is publicly
critical of the project or
the work of others.
Often has a positive
attitude about the
task(s).
Occasionally is publicly
critical of the project or
the work of other
members of the group.
Sometimes has a
positive attitude about
the task(s).
Often is publicly critical
of the project or the
work of other members
of the group. Often has
a negative attitude about
the task(s).
Focus on the task
Consistently stays
focused on the task and
what needs to be done.
Very self-directed.
Focuses on the task and
what needs to be done
most of the time. Other
group members can
count on this person.
Focuses on the task and
what needs to be done
some of the time. Other
group members must
sometimes prod and
remind to keep this
person on-task.
Rarely focuses on the
task and what needs to
be done. Lets others do
the work.
Preparedness
Brings needed materials
to class and is always
ready to work.
Almost always brings
needed materials to
class and is ready to
work.
Almost always brings
needed materials but
sometimes needs to
settle down and get to
work
Often forgets needed
materials or is rarely
ready to get to work.
Contributions