Social Studies Unit Plan
Technology and Society
HSB4M
Katrina Gataveckas, Victoria LaForme, Melissa Del Col, Deanna Edmunds
February 2013
TABLE OF CONTENTS
Unit Description ..................................................................................................... 1
Units .......................................................................................................................................................... 1
Unit Description ........................................................................................................................................ 1
Unit Overall & Specific Expectations ...................................................................... 2
Overall & Specific Expectations ................................................................................................................ 2
Overall ................................................................................................................................................... 2
Specific .................................................................................................................................................. 2
Big Ideas, Essential Questions, and Prior Knowledge and Skills .............................. 3
Enduring Understandings: The Big Ideas .................................................................................................. 3
Essential Questions ................................................................................................................................... 3
Prior Knowledge and Skills ........................................................................................................................ 3
Class Profile ........................................................................................................... 4
Accommodations ................................................................................................... 5
Differentiation and Inclusive Practice .................................................................... 6
Technology and Society Unit Plan .......................................................................... 8
Unit Plan Resource List and Descriptions ..............................................................14
Unit Plan Assessment and Evaluation Plan ...........................................................16
Lesson Plans..........................................................................................................17
Lesson Plan 1: Coping with Technological Change ................................................................................. 18
Lesson Plan 2: Farming in Canada-Twentieth Century to Present GM Foods ........................................ 20
Lesson 3: Technological Changes in Land Use and Agriculture .............................................................. 22
Lesson 4: Introduction to Social Media and Cyber Bullying.................................................................... 24
Skills Lesson: Survey Creation ................................................................................................................. 27
Culminating Task...................................................................................................29
Culminating Task: Technology: An Agent of Social Change .................................................................... 30
Unit Description
Units
Introduction to Challenge and Change
Foundations of and Influences on Society
Technology and Society
Social Trends
Social Challenges
Unit Description
As a part of the Grade 12 Challenge and Change course (HSB4M), this unit, entitled ‘Technology and
Society,’ will provide the students with an understanding of how technology has changed over time and
how technology impacts society, the family, and the individual. In particular, how changes in technology
impact the way we communicate, our opportunities, and the sociological, anthropological, and
psychological dynamics between those in society.
1
Unit Overall & Specific Expectations
Overall & Specific Expectations
Overall
Analyze patterns of technological change from the perspectives of anthropology, psychology, and
sociology
Specific
1. Identify strategies for coping with the psychological stress of technological change on the
individual;
2. Evaluate the social impact of new technologies (e.g., new reproductive technologies, the
Internet) on family structure and dynamics;
3. Analyse the ways in which ecological knowledge resulting from advances in technology (e.g.,
improved tools, irrigation systems) influences indigenous approaches to resource management
and land tenure.
2
Big Ideas, Essential Questions, and Prior Knowledge and Skills
Enduring Understandings: The Big Ideas
1.
2.
3.
4.
5.
How the social sciences study technological change and its impact on society and the individual
How different technologies impacts social change
Technological changes are diverse and range in their impact on social change
Technology has impacted social change throughout history
How technology impacts stresses and determining coping mechanisms
Essential Questions
1. Does technology improve our lives?
2. Does technology impact social interactions (people and society)?
Prior Knowledge and Skills
Prior to the Grade 12 Challenge and Change course’s “Technology and Society” unit, students
will have been introduced to the three social sciences, including some research methodologies and
fields of study. They will have examined and evaluated theories of social change and identified
conditions for change. In their written work and discussions, students have addressed major questions
about social change. Students will also have basic computer and Internet research skills.
3
Class Profile
The Grade 12 Challenge & Change course (HSB4M) is especially diverse with a multitude of racial
and cultural groups represented. The students are divided into the following ethnicities: 30%
Caucasian/European, 20% African American, 30% Asian, and 20% First Nations. The vast majority of
students are Canadian born and speak, read, and write strong English. There is, however, 1 student who
is ELL and speaks Chinese as his first language. There are 25 students total in this classroom with an
80/20 girl: boy ratio. Most of the students come from a middle class background; the mean family
income for students at the school is approximately $90,000.
In terms of support systems and networks, the student’s parents are very interested in their
kids’ performance, are open to feedback, and are open to helping their children succeed in school. The
school itself boasts a strong supportive network with students utilizing the Resource Centre on a regular
basis when needed, and lots of after school or lunchtime programs to provide tutoring or help to
students at risk. Many of the students are interested in performing well in school and in this course and
thus have strong attendance and show up to class prepared and engaged. In terms of the students’
pursuit in higher education, 10% of the students are anticipated go directly into the workforce following
high school, 40% will go to college, and 50% plan to attend university. In terms of IEPs, there is 1 student
with a physical disability of his hands and is unable to take notes, there is 1 ELL student as mentioned
above, and there is 1 student with Asperger’s. No modifications to the course curricula are required but
accommodations are mentioned in the lesson plans below.
The high school and the students are located in the GTA. All students have access to school
buses, public transit, or personal vehicle as a means to travel to school. There are computers available to
every student in the classroom with Wi-Fi access and the teacher has access to a Smartboard projector.
Most of the students have their own cell phone and Internet access at home.
4
Accommodations
There are many accommodations that will be for both the ELL student and SPED students in this
course/unit. These students will be provided with all notes pertaining to the lessons being taught and
the notes will be provided prior to the lesson, using simple language and highlighted key words. They
will also have the opportunity to work with a partner that is willing to help the other student succeed or
provide extra help (ie. Provide extra notes). These students will have access to outside student
resources, such as the school’s Resource Centre and SPED counsellors for extra help. Ongoing
communication with the students and parents will help ensure open communication to meet or prevent
possible issues that may arise with the curricula and the unit’s/course’s objectives. Specific
accommodations for each of these students (1 ELL, 2 SPED) are discussed in detail in each lesson plan
provided for this unit.
5
Differentiation and Inclusive Practice
1. How does the unit differentiate for student interest, readiness and learning profile?
The ‘technology and society’ unit in the Grade 12 Challenge and Change course (HSB4M)
differentiates for student interest, readiness, and learning profile by the following:
a) The unit is varied across many topic areas, hitting on a multitude of student interests from
the environment and farming, to personal technologies (ie. iPhones), to health, and more. In
addition, students will be able to pick a technology of their choice to research and present in
a manner of their choosing for their culminating activity, ensuring maximum interest and
engagement from each student.
b) Most of the students have performed well in the course thus far and have a basic knowledge
of technology; as such, they are ready for success in this unit. However, those that might be
a bit behind in terms of successfully completing the course as per the provincial standards,
the unit differentiates through allowing for a lot of partner work and group work so that
those students can work with and learn from the students that are more ready for the unit
than they might be.
c) Most of the students have a background in technology and its basic use as general
consumers of the products. They are also an interested group of students and want to
perform well in the course. The students that do not have access to technology will be able
to partner with other students that do and will also have access to the school’s computer
labs, library, and Resource Centre. In addition, those with limited knowledge or use of
technology will be partnered with students that have a strong background such that they
can learn about the technology and how to use it as the class progresses. Students with IEPs
will have a set of accommodations that are listed in the accommodations paragraph above.
2. How will teaching and learning as well as A&E strategies be differentiated across product,
process, content, and environment?
The unit will differentiate across:
Product: The culminating task will enable the students to choose how they want to present their
information.
Process: Students of varying abilities will be paired together (or in groups) for mixed readiness.
Additionally, having students read out information, present information through role playing,
6
listen to videos or lectures, or read individually an article will occur throughout the unit to
ensure each student has a chance to take in information in a way that makes the most sense to
them.
Content: Lessons differentiate almost daily, covering different topics to increase engagement
and interest. Videos, articles, activity sheets, etc will be utilized to present information.
Additionally, each student will be able to choose the technology they’d like to research for their
culminating task.
Environment: Each lesson will have varying ways of presenting information and promoting
discussion, either through group work, partner (think-pair-share) work, or individual thinking
and writing.
3. How does the unit align with Banks model of equity integration?
In order for the unit to be inclusive to all students, each lesson plan will reflect the unique
cultural diversity of the students in the class. Content integration consists of diversifying the
content material to reflect multiple perspectives, as well as delivering the content in a way that
respects a variety of students. Students will be made aware of the social construction of
knowledge and the presence of bias, discrimination, prejudice, and perspective in the
information they receive and research they do. A detailed discussion of bias in information is
offered in the skills lesson on gathering, analyzing, and using survey census data. Each lesson is
aimed at prejudice reduction and helping develop positive attitudes and relationships between
different cultural, racial, and ethnic groups by providing content material that is consistently
multicultural, inclusive and that promotes positive images of multiculturalism.
Cooperative learning techniques, rather than competitive teaching techniques, are utilized to
ensure that students from unique or diverse groups gain the most from their educational
experience. Teachers will ensure that students from different racial and ethnic groups have
equal status in intergroup relationships and interactions, and that cross-cultural interaction is
positive and consistent. In order for the above mentioned approaches to be effective, the
school culture must also be inclusive and respect various ethnic and cultural differences. This
includes attitudes, beliefs, curriculum content, assessment and evaluation, and teaching styles
and strategies.
7
Technology and Society Unit Plan
Lesson
Lesson 1: History of
Technology
Description
Students will be
introduced to the unit on
technology. They will
examine the definition of
technology and an
introduction to the
different types that will be
discussed in this unit.
Essential Questions
What is the definition
technology?
What does technology
mean to you?
Strategies
Brief review of the history of
technology focusing on the ways
technology continues to be prevalent
in society.
Definition of technology will also be
discussed. In groups of 4 students
will come up with their own
definition of technology and present
to the class. A definition of
technology will be provided to
students. A focus on issues such as
social media, cyber bullying,
agriculture, health/medial
technology, impacts on individuals,
families and societies will be
introduced to students as an
overview of the unit describing what
technology includes.
Resources
1. PowerPoint created using:
http://atschool.eduweb.co.uk/trinity
/watistec.html
2. Video: “The History of Information
Technology”
http://www.youtube.com/watch?v=
m2TkrC40VUc
8
Lesson
Lesson 2: Measuring
Social Change and
Technology
Description
Students will learn survey
creation skills and analysis
of results. Data gathered in
student surveys will be
utilized in the culminating
task.
Essential Questions
Does technology bring us
closer together or push
us farther apart?
What makes a good
question?
Strategies
Day 1:
Students will complete a sample
survey. Based on this they will record
on the board what makes a survey
and a question good or bad.
Following mind on, students will
discuss different research methods.
PowerPoint will be used to show
different social scientists using
survey/research methods.
Culminating task will be introduced,
and students will discuss the use of
surveys in the social sciences.
Resources
Day 1:
1. Sample surveys
2. Handout – What is a good question?
3. PowerPoint with examples of survey
use by social scientists
Day 2:
1. PowerPoint with examples of Excel
data, graph creation
Day 2:
Students will complete a placement
to check for understanding of survey
characteristics and uses. Following
minds on, discussion on how to
collect and compile information
(spreadsheets, graphing). Discussion
on biases/accuracy/relevance and
how to incorporate this as part of the
culminating task. Students begin
survey creation for their chosen
topic.
Day 3:
Library/work period. Survey to be
completed and okayed by teacher by
the end of this period.
9
Lesson
Lesson 3: Impact of
Technology on the
Family
Lesson 4:
Technology and our
Health
Description
Examines the use of
technology in the family.
What are the benefits and
what are the drawbacks of
the infiltration of
technology in the
household (i.e. computers,
televisions, household
appliances, cell phones and
telephones, video games,
etc.)
Essential Questions
Does the use of
technology bring families
closer together or pull
them farther apart?
This lesson will be broken
into 2 days of lessons. Day
1: Technological medical
advancements; Day 2:
Technology and its impact
on our physical health.
Has technology
positively or negatively
impacted our physical
health?
Strategies
In groups of 3-4 students write down
on chart paper all the pros and cons
of using technology in the household
(e.g. the t.v., cell and telephones,
computers, household appliances)
Discussion on television and family
safety.
Answer related questions to the clip
and the article.
Discuss group answers to the
questions and debrief as a class
Are different
technologies more or
less impactful?
Have health/medical
technologies impacted
socialization?
How has technology
affected our culture in
terms of the way we
make medical decisions?
Day 1: Class discussion on medical
technologies that they know about.
Hand out article on ‘8 awesome
advances’ and show YouTube video
and discuss. Have the class get into
groups, choose one of the
advancements and considering it
from one of the social sciences
perspectives (see A&E). Finish by
asking students to begin 24 hours of
‘no technology’ assignment in
preparation for Coping with
Technological Change lesson.
Day 2: A computer lab will be
booked. Class will begin with
introduction (via PowerPoint and
two YouTube videos) to the impact
of technology on physical health.
Students will break into small groups
and research a different technology
and what its potential impact is on
physical health and write one-page
of information describing the
technology and the research they
found to be put up in the class.
Resources
1. Article: “Is technology fracturing
your family?” by Gary Small in
Psychology Today.
http://www.psychologytoday.com/b
log/brain-bootcamp/200906/istechnology-fracturing-your-family.
2.
“Does your family need a technology
time-out?” video:
http://www.youtube.com/watch?v=
RPbZgJ5Ea8E
1. “The Future of Medical Technology”
video:
https://www.youtube.com/watch?v
=sC13gz9ULyQ
2. “8 Awesome Advances in Medical
Technology” article:
http://onemansblog.com/2011/02/0
7/8-awesome-advances-in-medicaltechnology/
3. “CNN Explains: Cell Phones and
Radiation” video:
https://www.youtube.com/watch?v
=PqCDrHXgtd0
4. “Radiation from Cell Phones May
Cause Cancer” video:
https://www.youtube.com/watch?v
=QB8UEBiNYsU
10
Lesson
Lesson 5: Coping
with Technological
Change
Lesson 6: Social
Media & Cyber
Bullying
Description
Lesson will allow students
to evaluate the pros and
cons of the greater
connectivity caused by
new technologies, and will
introduce students to a
variety of ways in which
they can cope with
technology-related stress.
Essential Questions
Is greater connectivity a
good thing?
This lesson will introduce
students to social media
and its influence on
society, family, and the
individual. Additionally, an
a discussion on conformity
and alienation will segue
into an activity on cyber
bullying will provide
students with an
understanding of how
these tools can be used in
a negative way and allow
them to consider how their
actions online can hurt the
individual, impact the
family, and affect society.
How has social media
impacted the way we
interact with each
other?
How does social media
affect individual mental
health?
Does social media lead
to a society of
conformity, or
alienation? Neither or
both?
How has social media
influenced youth culture
in Canada? How might
this differ among the
different cultures in
Canada?
Strategies
Resources
Through discussion the class will
1. “Meditation for stress relief” video:
debrief a challenge assigned in
http://www.youtube.com/watch?v=
previous lesson – 14-hour technology
WiKATI1yGj0
fast. Students will create a
blackboard list of pros and cons of
technological connectivity. In groups,
students will than do a placemat
activity on dealing with technologyrelated stress. A PowerPoint
presentation will introduce students
to different methods for dealing with
stress, and the teacher will lead
students in a meditation. Class will
conclude with a discussion of the
essential questions.
Class will begin with a video followed 1. “Did You Know” video:
by a discussion on how social media
http://www.youtube.com/watch?v=
has changed our interactions. Group
YmwwrGV_aiE
work on how social media impacts
the family or individual or society
from a specific culture will occur with
short presentations. A PowerPoint
on conformity and alienation
followed by paired work providing
examples of conformity and
alienation and its impact will then
occur. The class will end with an
activity on cyber bullying and a
prevention wall.
Has cyberbullying
changed ‘bullying’ and
its impact on people?
11
Lesson
Lesson 7:
Technology and
Global Culture
Lesson 8:
Technological
Changes in Land Use
and Agriculture
Description
In this lesson students will
evaluate the impact that
the production and
disposal of technologies
used by members of the
class has on members of
another culture. They will
consider alternatives to
the current system of
technological production
and disposal.
Examines the development
of technology in the
agricultural sector. Looks
at the use of farming
machinery and equipment,
advanced methods of
growing, harvesting,
transporting and selling
product.
Essential Questions
Does our use of
technology impact other
cultures positively or
negatively?
Is the user of a piece of
technology responsible
for its production and
disposal?
Does technology bring
the farming community
closer together or pull it
further apart?
Has technology
improved agriculture? In
what ways?
What are the effects of
technology in agriculture
on the environment?
Strategies
Class begins with minds on and inclass student research on cell phone
and computer origins and disposal.
Watch videos on the production and
disposal of technologies in China.
Discussion of essential questions,
brainstorm possible alternatives to
current system of technological
production and disposal.
Students view the clip on the
Agricultural Revolution and the
Power point highlighting important
points on the changes in agriculture
as a result of technology and how
technology affects modern
agriculture.
Students will read the article on
technology and agriculture and
discuss the pros and cons of
technology in agriculture. They will
prepare to discuss their findings to
the class.
Resources
1. “The Wasteland” video:
http://www.cbsnews.com/video/wa
tch/?id=5274959n
2. “iPhone maker turns China’s
peasants into city dwellers” video:
http://www.youtube.com/watch?v=
LRUwBqvdoL8
3. “Big promises, but little pay, for
iPhone assemblers in China” video:
http://www.youtube.com/watch?v=
-X0YIE1ykjw
1. Video: “The Agricultural Revolution:
crash course”
http://www.youtube.com/watch?v=
Yocja_N5s1I
2. Discovery Channel article “Has
Technology Improved Agriculture”
http://curiosity.discovery.com/quest
ion/technology-improvedagriculture.
12
Lesson
Lesson 9: Farming
Technological
Change in Canada
Culminating Task
Work Periods and
Presentations
Description
Students will look at
farming in Canada from
the 20th century to present
day. They will understand
the impact of genetically
modified foods and the
technologies associated
with these foods in order
to create them. They will
also look at competing
perspectives and analyze
the different opinions on
GM foods in our society.
Essential Questions
In view of the amount of
food available
worldwide, are GM
crops really necessary?
Strategies
Begin class with a Youtube clip as a
minds on activity called “Genetic
engineering: The world's greatest
scam?”
Are GM foods a healthier
option?
Powerpoint on GM foods with in
class discussion
Debate with whole class divided into
teams of 2. Students will debate the
advantages and disadvantages of GM
foods and whether or not they are a
healthier option in Canadian society.
Resources
1. Video “Genetic engineering: The
world's greatest scam?”
http://www.youtube.com/watch?v=
1H9WZGKQeYg
2.
Health Canada website:
http://www.hc-sc.gc.ca/fn-an/gmfagm/index-eng.php
3.
Article “Just What Are GM Foods?”
http://www.offthegridnews.com/20
11/03/16/just-what-are-gm-foods/
and website:
http://www.nuffieldbioethics.org/g
m-crops
4.
Article “GM food: we can no longer
afford to ignore its advantages”
http://www.guardian.co.uk/environ
ment/2012/oct/13/gm-food-cropsgenetic-modification
5.
Article “Disadvantages of Genetically
Modified Food”
http://www.livestrong.com/article/3
45554-disadvantages-of-geneticallymodified-food/
2 work periods will be
provided to the students to
complete their culminating
task, followed by 1 to 2
periods for student
presentations. Unit will
then be completed
13
Unit Plan Resource List and Descriptions
Resource Name
“The History of
Information
Technology”
“What Makes a
Good Question”
article
“Is Technology
Fracturing your
Family?”
“Does your family
need a technology
time-out?”
“Medical
Revolution” video
“8 Awesome
Advances in
Medical
Technology” article
“CNN Explains: Cell
Phones and
Radiation” video
“Radiation from
Cell Phones May
Cause Cancer”
video
Description
An 8 minute clip looking at the early computing and
the beginning of networking.
Pertinent Lesson
History of Technology
Resource Location
The article gives a list of what the top 6 things are to
be followed to ensure a good question is asked.
http://www.qualtrics.com/university/researchsuite/
common-survey-design-questions/what-makes-agood-survey-question
A short article on the effects of technology and
technological devices on the family unit.
Measuring Social Change and
Technology/Survey Skills
Lesson
Impact of Technology on the
Family
A 4 minute clip on the impact on technology on
families
Impact of Technology on the
Family
A 3min video that discusses general trends in
medicine, such as scanning images
A blog/article that highlights 8 advances in medical
technology that are futuristic. Includes advances like
bionic legs, artificial eSkin, and more.
Technology and Our Health
https://www.youtube.com/watch?v=xnj8wVxhB8s
Technology and Our Health
http://onemansblog.com/2011/02/07/8-awesomeadvances-in-medical-technology/
A 2:30min video from CNN explaining why there is
some concern regarding radiation from cell phones.
Technology and Our Health
https://www.youtube.com/watch?v=PqCDrHXgtd0
A 10:30min video from CNN discussing the lack of real
safe or unsafe data available on cell phone use and the
potential for cancer. A portion (0-6:30) would be used.
Technology and Our Health
https://www.youtube.com/watch?v=QB8UEBiNYsU
“Meditation for
Stress Relief” video
A ten minute video clip that leads the listener through
a basic anti-stress meditation
A 5min video discussing a variety of global trends and
statistics that may be lesser known than often heard
of trends. A portion of the video (1:14-2:54) focuses
on social media and computer/Internet use and how it
has changed over time.
Coping With Technological
Change
http://www.youtube.com/watch?v=WiKATI1yGj0
Social Media & Cyber Bullying
Lesson
http://www.youtube.com/watch?v=YmwwrGV_aiE
“Did You Know”
video
http://www.youtube.com/watch?v=m2TkrC40VUc
http://www.psychologytoday.com/blog/brainbootcamp/200906/is-technology-fracturingyour-family.
http://www.youtube.com/watch?v=RPbZgJ5Ea8E
14
Resource Name
Description
A twenty-five minute documentary on the disposal of
computer waste in China
Pertinent Lesson
Resource Location
“The Wasteland”
Technology and Global Culture
http://www.cbsnews.com/video/watch/?id=527495
9n
“iPhone maker turns
China’s peasants into
city dwellers”
A five minute report from the Financial Times on the
opening of iPhone factories in China
Technology and Global Culture
http://www.youtube.com/watch?v=LRUwBqvdoL8
“Big promises, but
little pay, for iPhone
assemblers in China”
“The Agricultural
Revolution: Crash
Course”
“Has technology
improved
agriculture?”
A five minute report by Reuters on the lives of iPhone
assemblers in China
Technology and Global Culture
http://www.youtube.com/watch?v=-X0YIE1ykjw
A 10 minute video summary of the history of
agriculture
Technological Changes in Land
Use and Agriculture
http://www.youtube.com/watch?v=Yocja_N5s1I
A short article that provides a brief overview of some
of the benefits and downfalls of the use of technology
in agriculture.
Technological Changes in Land
Use and Agriculture
http://curiosity.discovery.com/question/technologyimproved-agriculture
“Genetic
engineering: The
world's greatest
scam?”
“GM food: we can
no longer afford to
ignore its
advantages”
“Disadvantages of
Genetically Modified
Food”
A 4 minute video discussing genetic engineering and
whether or not GE is a threat to food security
especially in a changing climate.
Farming in Canada—Twentieth
Century to Present GM Foods
http://www.youtube.com/watch?v=1H9WZGKQeYg
An article that highlights the advantages of GM foods
in our society
Farming in Canada—Twentieth
Century to Present GM Foods
http://www.guardian.co.uk/environment/2012/oct/
13/gm-food-crops-genetic-modification
An article that highlights the disadvantages of GM
foods in our society
Farming in Canada—Twentieth
Century to Present GM Foods
http://www.livestrong.com/article/345554disadvantages-of-genetically-modified-food/
15
Unit Plan Assessment and Evaluation Plan
Assessment Type
Assessment for /as
Assessment Description
Group discussion. Students will be split into 4 groups and each group will
discuss their own definition of technology and present to the class
Lesson Name
The History of Technology
Assessment as/of
Student surveys will be finalized with teacher’s approval by end of Day 3. A rubric will
be provided to ensure successful creation of survey. Rubric will not be marked, but
remaining assessment will occur as a part of the culminating activity.
Measuring Social Change and
Technology/Skills Lesson
Assessment for/as
Assessment for/a
Assessment for/as
Assessment for
Placemat activity on day 2 for assessment ‘as’ and ‘for’ understanding
Discussion in groups about the benefits and drawbacks of technology use on the family
unit
Each group will hand in an outline of advantages and disadvantages of their
technology from their social science perspective
Student summaries of their chosen technology and its health impact
Formative assessment of student learning skills as demonstrated in discussions and
placemat activity.
Impact of Technology on the Family
Technology and Our Health (Day 1)
Technology and Our Health (Day 2)
Coping with Technological Change
Assessment for
Group and paired discussions
Social Media & Cyber Bullying
Assessment as/for
Assessment for/as
Exit ticket
Group discussion, exit ticket
Social Media & Cyber Bullying
Assessment for/as
Initial discussion to determine prior knowledge on the topic
Assessment of
Exit Ticket
Technological Changes in Land Use and
Agriculture
Technological Changes in Land Use and
Agriculture
Assessment for/as
Group discussion/debate
Assessment as/for
Exit Ticket
Assessment as
Assessment as/of
Placemat activity on day 2
Students’ surveys will be finalized with teacher’s approval. A rubric will be provided to
ensure successful creation of survey. The rubric will not be marked.
Assessment of
See culminating task outline
Technology and Global Culture
Farming in Canada—Twentieth Century to
Present GM Foods
Farming in Canada—Twentieth Century to
Present GM Foods
Survey Skills Lesson (Day 1)
Survey Skills Lesson (Day 3)
Culminating Task
16
Lesson Plans
Lesson Plan 1: Coping with Technological Change
Lesson Title:
Course:
Grade:
Teacher name:
Coping With Technological
Change
HSB4M
12
Katrina
Lesson Description:
Lesson will allow students to evaluate the pros and cons of the greater connectivity caused by new technologies, and will
introduce students to a variety of ways in which they can cope with technology-related stress.
Prior Learning:
An understanding of what technology is and different kinds (Lesson 1 for this unit)
An understanding of psychology, sociology, and anthropology
Overall Learning Expectations:
Specific Expectations:
(write verbatim from the curriculum
document)
(write verbatim from the curriculum document)
1.
Demonstrate an understanding of the
social forces that shape social
challenges pertaining to health, social
injustice, and global concerns
1.
Analyse social practices leading to health-impairing behaviours from the
perspective of at least two of anthropology (e.g., the impact of formula
feeding over breastfeeding in developing countries), psychology (e.g., the
increase of isolation and depression among the elderly), and sociology (e.g.,
the rise of smoking among teenaged girls).
2.
Analyse patterns of technological
change from the perspectives of
anthropology, psychology, and
sociology
2.
Demonstrate an understanding of the ethical issues related to healthcare
provision evaluate, from a psychological perspective, the role of perception
in Canadians’ understanding of themselves, their families, and their local and
global communities.
3. Identify strategies for coping with the psychological stress of technological
change on the individual.
Assessment (as, for and of)
Assessment for. Formative assessment of student learning skills as demonstrated
in discussions and placemat activity
What you need
 Computer with internet access
 PowerPoint
 Projector
 Chalkboard or whiteboard (chalk or markers)
 Large blank note paper
 Markers
 Music for meditation
Debrief challenge assigned in previous lesson – 24-hour technology (cell
phone/internet) fast. Discussion – How many students succeeded? (10 min)
Anticipatory Set / Minds on
Action
1. Create blackboard list of the pros and cons of technological connectivity
(15min)
2. Placemat activity – How do you deal with technology-related stress? (10min)
3. PowerPoint introduction to some methods for dealing with stress, including
Aboriginal cleansing ritual, meditation, yoga, nature (10 min)
4. Teacher-led meditation (15 min)
18
Consolidation/debrief
Conclude class with a discussion of essential questions (15 min)
Essential questions
1. Is greater connectivity a good thing?
2. How does social media affect individual mental health?
Prior to lesson students will be asked to participate in 24-hour technology (cell
phone/internet) fast.
Homework / Independent Practice
Modifications/Accommodations
ELL: Student may write discussion points if they are uncomfortable speaking in
class.
Aspergers: Student may do placemat activity on his own if he feels
uncomfortable with groupwork, and will be encouraged to move during
meditation if necessary.
Physical Disability: Student will have access to laptop for placemat activity. If no
computer is available and a note taker is required, a partner or volunteer from
resource will help and handouts will be provided to ensure all notes needed are
available.
19
Lesson Plan 2: Farming in Canada-Twentieth Century to Present GM Foods
Lesson Title:
Course:
Grade:
Teacher name:
Farming in Canada—Twentieth Century
to Present GM Foods
HSB 4M
12
Melissa Del Col
Lesson Description:
Students will look at farming in Canada from the 20th century to present day. They will understand the impact of
genetically modified foods and the technologies associated with these foods in order to create them. They will also
look at competing perspectives and analyze the different opinions on GM foods in our society in the form of a debate.
Prior Learning:
-
Students will have looked at the different agricultural societies that have emerged over time and
understood how technology has influenced these societies and the changes that occurred in these societies
due to technological innovation.
Overall Learning Expectations:
Specific Expectations:
1. Analyse patterns of technological
change from the perspectives of
anthropology, psychology, and
sociology
1. Analyse the ways in which ecological knowledge resulting from the
advances in technology (e.g.: improved tools, irrigation systems)
influences indigenous approaches to resource management and land
tenure.
Assessment (as, for and of)
Assessment As/For: Group discussion/debate
Assessment As/For: Exit Ticket
 Clip: “Genetic engineering: The world's greatest scam?”:
http://www.youtube.com/watch?v=1H9WZGKQeYg
What you need
Anticipatory Set / Minds on

Computer and screen projector for power point on “Farming in
Canada” –slides created using Health Canada website:
http://www.hc-sc.gc.ca/fn-an/gmf-agm/index-eng.php , article “Just
What Are GM Foods?”
http://www.offthegridnews.com/2011/03/16/just-what-are-gmfoods/ and website: http://www.nuffieldbioethics.org/gm-crops

Debate chart

Blackboard and chalk or Whiteboard and markers

Article: “GM food: we can no longer afford to ignore its advantages”
http://www.guardian.co.uk/environment/2012/oct/13/gm-foodcrops-genetic-modification

Article: “Disadvantages of Genetically Modified Food”
http://www.livestrong.com/article/345554-disadvantages-ofgenetically-modified-food/
Show clip on GM foods. “Genetic engineering: The world's greatest
scam?” http://www.youtube.com/watch?v=1H9WZGKQeYg (3 minutes)
20
Action
Consolidation/debrief
Essential questions
1. Following the video, using the blackboard/whiteboard, start a class
discussion/brainstorm about GM foods (after ensuring the class
understands what we mean when we say GM foods) (5 minutes)
2. Present powerpoint on what GM foods are, the pros and the cons
and how it affects greater society. (15 minutes)
3. Following the lecture, students will be split up into 2 teams. They will
be told they are preparing for a debate and need to answer the
question “Are GM foods a healthier option?”. Each team will be given
an article they must read which will support their point. They will
either have to read “GM food: we can no longer afford to ignore its
advantages” or “Disadvantages of Genetically Modified Food”. Each
student will be provided with a debate chart that will be split into a
pro column and con column. Students must read the article
pertaining to their team and fill in the debate chart using their
lecture notes, article, Youtube clip as well as prior knowledge. Each
team must come up with an over all statement/argument which they
will be given 2 minutes to present. They must also come up with at
least 10 points in their chart in order to help support their argument.
They may use their sheet during the debate to support their point.
They will be told that each person in the group must
speak/participate in the debate (25 minutes)
4. Debate. Each team will begin with their opening statement/argument
(2 minutes per team). After the opening statements have been made,
each team will be given 1 minute maximum to make their point to
support their argument with the other teams counter point.
Students will need to listen carefully in order to complete the other
column of the debate chart as this will become a part of their notes
(20 minutes)
Briefly explain GM foods and highlight that there are both advantages
and disadvantages to them (5 minutes)
Have students complete a 3-2-1 Exit Ticket that they must complete in
order to be dismissed from class. (5 minutes)
1. In view of the amount of food available worldwide, are GM
crops really necessary?
2.
Are GM foods a healthier option?
Homework / Independent Practice
None
Modifications/Accommodations
ELL: Make a word chart to review key terms and new words to their
vocabulary. Exposure to new words and a chart enabling students to
revisit key terms can better help them understand and retain
information. Have written text available for video. Group ELL students
with non-ELL students for extra support. Repeating words and rephrase
when necessary. Stay available and in contact with these students
throughout the process.
Asperger’s: For group activities, pair student with mature and calm group
members. If discomfort increases, enable student to work quietly in the
guidance/resource room. Create a list of questions student can take to
resource room if group/paired activities are too agitating.
Physical Disability: Ensure partnered with a strong writer. Ensure there’s
an available partner to write if student participates in the debate and for
completion of exit ticket.
21
Lesson 3: Technological Changes in Land Use and Agriculture
Lesson Title:
Course:
Grade:
Teacher name:
Technological Changes in Land Use and
Agriculture
HSB 4M
12
Victoria LaForme
(Section 4.4 p. 123-127)
Lesson Description:
Students will look at how technological change affects the broader society through an anthropological lens, by examining the
ways in which different societies used their natural resources and the role of changing technology in agriculture.
Prior Learning:
-
Students have studied the impacts of technological change from a psychological perspective, which focused on the
individual, and from a sociological perspective which focused on the family. They will have some knowledge on how
technological change affects the broader society from an anthropological view.
Overall Learning Expectations:
Specific Expectations:
1. Analyze patterns of technological
change from the perspectives of
anthropology, psychology, and
sociology
Assessment (as, for and of)
1. Analyze the ways in which ecological knowledge resulting from the advances
in technology (e.g.: improved tools, irrigation systems) influences indigenous
approaches to resource management and land tenure.
What you need
 PowerPoint on “ Changes in Land Use and Agriculture”
 Video on the agricultural revolution
 Article “Does technology improve agriculture?”
 Worksheet for students to record their findings for the discussion
The Agricultural Revolution: crash course.
http://www.youtube.com/watch?v=Yocja_N5s1I
Brief history on the development of agriculture and technology from huntergatherer to modern farming. Discussion on the history of agriculture: How has
agriculture changed since the hunter-gatherer society?
Anticipatory Set / Minds on
Assessment of: Exit Ticket
Action
1. View YouTube clip (10 minutes)
2. Take notes from power point (20 minutes)
3. Read article on technology and its effects on agriculture and discuss the pros
and cons in groups. Students are provided a worksheet to record and
organize their answers (20 mins)
4. Discuss group findings/conclusions with the class (20 mins)
5. Complete exit card: students will complete an exit card that asks them to
identify what they learned and how it has affected or changed their views on
technology in agriculture, if at all (5 minutes)
Consolidation/debrief
Discussion of main points covered
22
Essential questions
1.
What are the effects of technology on the “family-run” business of
farming? How have farming communities and families changed due to
technological innovation?
2.
What is sustainability? Does technology help with sustainability?
3.
Has technology improved agriculture? In what ways?
4.
What are the effects of technology in agriculture on the environment?
Homework/Independent Practice
None
Modifications/Accommodations
Written notes available for discussion topics
Computer access to those students who require it
Access to the resources room when needed
Strategic placement of students in group work so that students with IEP’s do not
feel overwhelmed
Flexibility and variation in teaching strategies to appeal to all types of learning
styles
23
Lesson 4: Introduction to Social Media and Cyber Bullying
Lesson Title:
Course:
Grade:
Teacher name:
Introduction to social media and cyber
bullying
HSB 4M
12
Deanna Edmunds
Lesson Description:
This lesson will introduce students to social media and its influence on society, family, and the individual. Additionally, an a
discussion on conformity and alienation will segue into an activity on cyber bullying will provide students with an
understanding of how these tools can be used in a negative way and allow them to consider how their actions online can
hurt the individual, impact the family, and affect society.
Prior Learning:
What are the social sciences (anthropology, sociology, psychology); how are they similar and how do they differ
Basic computer and Internet use
Difference between individual, family, and society
Overall Learning Expectations:
Specific Expectations:
(write verbatim from the curriculum
document)
(write verbatim from the curriculum document)
1. Analyse patterns of technological
change from the perspectives of
anthropology, psychology, and
sociology.
2. Demonstrate an understanding of
the social forces that influence and
shape trends.
Assessment (as, for and of)
1. Evaluate the social impact of new technologies (e.g., new reproductive
technologies, the Internet) on family structure and dynamics;
2. Explain the relationship among conformity, alienation, and social change;
Assessment for: Group and paired discussions
Assessment as/for: Exit ticket
What you need
Anticipatory Set / Minds on / Hook

Did You Know video: http://www.youtube.com/watch?v=YmwwrGV_aiE
(1:14-2:54)

Computer and screen projector for powerpoint

Roll of craft paper cut into the shape of a person, marker

Post-its for prevention thought wall/door

Chart paper and markers

Blackboard and chalk or Whiteboard and markers

Mini whiteboards
Begin class with the ‘Did You Know’ video (2min)
24
Action
1. Following the video, start a class discussion about how social media has
changed the way we interact with each other (after ensuring the class
understands what we mean when we say ‘social media’). (5min)
2. Getting into 3 large groups, each group will create a pros and cons list of the
impact of social media on society or family or the individual from a specific
culture of their choosing. How might each of the social sciences approach this
information and learn from it? Have each group present their ideas and have
the class offer suggestions for anything missed (30min)
3. Present PowerPoint on what is conformity and alienation and how this might
be connected to social media. In pairs, discuss the idea of conformity and
alienation as it pertains to social media. Ask the pairs to provide an example
using the mini whiteboards (either personal or made-up) of times they’ve
seen conformity or alienation occur, with an attempt at linking it to social
media. Each pair must also provide an impact and resolution statement
pertaining to their example (ie. What is the meaning, how does this impact us
(positive or negative), what can we do to enforce change or help). Likely the
topic of bullying will come up, which will potentially segue into the idea of
bullying and particularly cyber bullying. (20min)
4. Introduce the body cut out to the class and have students volunteer to fill in
words that they believe were said to the bullied victim from the case in
person or online. Student will come up and write the word or short phrase on
the cut out, and crumple the part of the paper where they wrote the word.
This is repeated until a sufficient amount of the cut out is crumpled.
Immediately after, have students think of words or short phrases that they
could say to the victim to support them, encourage them, help them stand up
to the bullying. Volunteers will come up to the cut out and un-crumple an
area where a hurtful word was said until the cut out is completely uncrumpled. Extensive debrief will be required to explain the visual that was
created about how students feel when they are bullied, and how positive
words can make a difference to someone who feels alone and victimized.
Students may return to their desk after activity. Hang the cut out in the class
displaying the back unwritten side as a reminder to the class. (preventative
measure) (15min)
Consolidation/debrief
Essential questions
Homework / Independent Practice
Make a Prevention Thought Wall. Give each student one post-it, and explain that
they are to write a declaration of how they will stand up against bullying in person
or online, and sign it at the bottom. Each student will post this declaration on the
cut out used at the beginning of the lesson as a conclusion to the lesson and a
“ticket out”. This will be kept in the classroom as a reminder that the class is a
class environment that is against/opposed to bullying of any kind.
1.
How has social media impacted the way we interact with each other?
2.
Does social media lead to a society of conformity, or alienation? Neither
or both?
3.
How has social media influenced youth culture in Canada? How might
this differ among the different cultures in Canada?
4.
Has cyber bullying changed ‘bullying’ and its impact on people?
None
25
Modifications/Accommodations
ELL: Make a word chart to review key terms and new words to their vocabulary.
Exposure to new words and a chart enabling students to revisit key terms can
better help them understand and retain information. Have written text available
for video. Group ELL students with non-ELL students for extra support. Repeating
words and rephrase when necessary. Stay available and in contact with these
students throughout the process.
Asperger’s: For group activities, pair student with mature and calm group
members. If discomfort increases, enable student to work quietly in the
guidance/resource room. Create a list of questions student can take to resource
room if group/paired activities are too agitating.
Physical Disability: Ensure partnered with a strong writer. Ensure there’s an
available partner to write if student participates in the bullying activity and for
the bullying prevention wall.
26
Skills Lesson: Survey Creation
Lesson Title:
Course:
Grade:
Teacher name:
Survey Creation
HSB4M
12
Deanna, Katrina, Victoria, and Melissa
Lesson Description:
To teach survey creation skills and analysis of results. Data will be utilized in the culminating task. This lesson will be joined as a part of the
lesson on “Measuring Social Change and Technology.”
Prior Learning:
-
An introduction to survey usability will have been provided as a part of the “Measuring Social Change and Technology”
lesson.
An understanding of what technology is and different kinds (Lesson 1 for this unit)
An understanding of psychology, sociology, and anthropology
Overall Learning Expectations:
Specific Expectations:
(write verbatim from the curriculum
document)
(write verbatim from the curriculum document)
1. Demonstrate an understanding of the
different research methods used by
anthropology, psychology, and sociology to
investigate questions of importance within
each field, and apply relevant skills correctly
and ethically
1. Demonstrate an understanding of a variety of research methods and approaches used in
anthropology, psychology, and sociology
2. Demonstrate an ability to select, organize,
and interpret information gathered from a
variety of print and electronic sources
2. Demonstrate an ability to select, organize, summarize, and interpret information from a
variety of print, media, and electronic sources
3. Communicate the results of their inquiries
effectively.
3. Analyse for bias, accuracy, and relevance articles or programs on issues related to
anthropology, psychology, and sociology
4. Correctly use the terminology of anthropological, psychological, and sociological
research, including statistical terminology (e.g., hypothesis testing, prediction, variance,
distribution, correlation, reliability, validity, statistical significance )
Assessment (as, for and of)
Assessment as/for: Placemat activity on day 2
Assessment as/of: Students’ surveys will be finalized with teacher’s approval by end of day
3. A rubric will be provided to ensure successful creation of survey. The rubric will not be
marked and the remaining assessment will occur as a part of the culminating activity.
What you need







Computer access/library time for day 3
Sample surveys (good vs bad)
What Makes a Good Question:
http://www.qualtrics.com/university/researchsuite/common-survey-designquestions/what-makes-a-good-survey-question
Terminology handout
Chalkboard or whiteboard (chalk or markers)
Culminating task and rubric
Blank note paper
27
Anticipatory Set / Minds on
Day 1: Handout of a good or bad survey for students to complete. Opens discussion about
what makes a good and bad survey. Write a chart of good vs bad on the board (include
discussion on ‘what is a good question’ and provide handout). (25min)
Day 2: Placemat to check for understanding of survey characteristics and uses (5-10min)
Action
Day 1:
5.
Following mind on, discussion on different styles of research methods: focus on
survey. Discussion on the pros and cons of using a survey for your research.
(15min)
6. Examples on how different social scientists are using survey/research methods
using PowerPoint (15min)
7. Introduce culminating and discuss expectations. Students will be asked to pick a
topic (as per culminating task outline) (15min)
Day 2:
1.
Following minds on, discussion on how to collect the information and compile it
(show example of excel data and creating a graph) (20min)
2. Discussion on biases/accuracy/relevance (proper terminology) and how to
incorporate this as a part of the culminating task (20min)
3. Begin survey creation for chosen topic (remainder of class)
Day 3:
1.
Consolidation/debrief
Library/work period (full class time). Survey to be completed and okayed by
teacher by the end of this period.
Day 1: Round up with the discussion on the culminating task. Ask them to consider the
purposes of survey use in the social sciences as they will be asked to provide these
thoughts the next day.
Day 2: Remind students that the next day will be a work period and to ask
parents/grandparents/friends about their topic to help them come up with survey
questions.
Essential questions
Homework / Independent Practice
Modifications/Accommodations
3. Does technology bring us closer together or push us further apart?
4. What makes a good question?
Survey creation will be independent. Following day 3 of this lesson, students will be on
their own to collect and begin to analyze the data until the culminating task work periods
occur near the end of the unit.
ELL: Ensure handouts are easy to read and simply put. Teacher should follow up with
student to discuss orally and ensure there is understanding. Explain verbally when needed.
Stay available and in contact with these students throughout the process.
Aspergers: Student may need extra help formulating a ‘good’ question. Help will be
provided via the teacher or through guidance. Student may require an extension to the
project to ensure time to determine appropriate survey questions and analysis.
Physical Disability: Ensure access to laptop or computer for lessons as the student is
capable of using these resources. If no computer is available and a note taker is required, a
partner or volunteer from resource will help and handouts will be provided to ensure all
notes needed are available.
28
Culminating Task
Culminating Task: Technology: An Agent of Social Change
Technology: An Agent of Social Change
Chapter 4 Culminating Activity
HSB 4M
Name: ________________________
Date: _____________________________
Introduction: Technology has been improving at a very fast rate of change in recent years. It has enabled us
to extend our natural abilities immensely and most of us take this for granted.
Task: You are going to research a technology that interests you and analyze the effects of the technology on
the individual, the family and society.
Part 1: Research and Historical Background
You will be given the period (in class) to research a technology of your choice. You must describe:
1.
2.
3.
4.
5.
When this technology was invented
Who invented it
What is this technology used for
Where is this technology used in society and who uses it
Why is this technology important in social change
PART 2: Census
Create a census with questions about your technology (this will occur during your lesson on ‘Measuring Social
Change and Technology’). There are no limits to the number of people from whom you can collect the
census data. Analyze the data collected and summarize your conclusions in one paragraph.
Part 3: Analysis
Using your research, census data, personal experience, and class notes, answer the following questions.
Make sure to use specific examples and integrate theories/key concepts examined in this unit in each section
(psychology, sociology, anthropology).
30
Psychology:
1. How does technology help you feel better about your place in society?
2. How does technology create anxiety for you?
Sociology:
3. How does technology impact social institutions in your life?
4. How does technology impact your interactions with others, and society as a whole?
Anthropology:
5. How does technology impact your culture?
6. How does technology impact your family (kinship) relationships?
Assignment Format:
1. This can be done in any format you choose (report, poster, transcript of an interview, newspaper article,
power point) as long as it includes the information outlined above. BE CREATIVE.
2. It is highly recommended that you include visuals (images, charts, graphs, etc.) to help illustrate your
findings.
3. Written component should be the equivalent of 2-3 pages, double-spaced, size 12-font, in length. MAKE
SURE TO CITE YOUR WORK.
4. Hand in survey questionnaire, survey results, and analysis.
DUE DATE: __________________________
31
NAME: _________________________
Date:__________________________
Rubric Chapter 4 Culminating Activity
Categories
Level 4
Level 3
Level 2
Level 1
Demonstrates a
thorough and
insightful
understanding of
theories in relation
to technology.
Demonstrates
considerable
understanding of
theories in relation
to technology.
Demonstrates some
understanding of
theories in relation
to technology
Demonstrates
limited
understanding of
theories in relation
to technology.
Knowledge:
Understanding of
theories and key
concepts in relation to
technology.
Understanding of
technology
demonstrated
through research
Demonstrates a
thorough and
insightful
understanding of
technology
researched
Demonstrates
considerable
understanding of
technology
researched.
Census survey is
detailed and
relevant to the
technology.
Census data is
accurately
analyzed and
represented in the
assignment.
Census survey is
somewhat detailed
and is relevant to
the technology.
Census data is
accurately
analyzed and
represented in the
assignment.
Census survey is
relevant to the
technology. Census
data is satisfactorily
analyzed and
represented in the
assignment.
Census survey is
not relevant to the
technology.
Census data is not
properly analyzed
and/or is not
represented in the
assignment.
Demonstrates a
thorough and
detailed analysis of
technology from a
social scientist
perspective.
Demonstrates
considerable
analysis of
technology from a
social scientist
perspective.
Demonstrates some
analysis of
technology from a
social scientist
perspective.
Demonstrates a
limited
understanding of
technology from a
social scientist
perspective.
Demonstrates some
understanding of
technology
researched.
Demonstrates
limited
understanding of
technology
researched
/20
Census:
Census survey used to
make conclusions
related to the use of
technology
/15
Inquiry:
Theories used to
create a detailed
analysis of technology
use from a social
scientist perspective.
/15
32
Application:
Applies theories and
key concepts in
relation to individuals,
family life and society.
/15
Communication:
Proper writing
mechanics (grammar
and spelling) works
cited page included
Findings and analysis
presented in an
organized format,
information
illustrated clearly
using visuals.
Demonstrates
thorough and
insightful ability to
apply theories and
key concepts in
relation to
individuals,
families and
society.
Demonstrates
considerable
ability to apply
theories and key
concepts in
relation to
individuals,
families and
society.
Demonstrates some
ability to apply
theories and key
concepts in relation
to individuals,
families and society.
Demonstrates a
limited ability to
apply theories and
key concepts in
relation to
individuals,
families and
society.
Communicates
information and
ideas with a high
degree of clarity
with works cited
Communicates
information and
ideas with
considerable
clarity with works
cited
Communicates
information and
ideas with some
clarity with works
cited
Communicates
information and
ideas with limited
clarity and no
works cited
Communicates
findings and analysis
in an organized
format clearly using
visuals and
illustrations with
some effectiveness.
Communicates
findings and
analysis in an
organized format
clearly using
visuals and
illustrations with
limited
effectiveness
Communicates
findings and
analysis in an
organized format
clearly using
visuals and
illustrations with a
high degree of
effectiveness
Communicates
findings and
analysis in an
organized format
clearly using
visuals and
illustrations with
considerable
effectiveness
/10
33