World Spotlight: Technology

 

Grade(s):  7/8 Number of students:  22-26   Duration of lesson:  Approx. 70 minutes

 

Goals/Objectives:

 

SWBAT:

• analyze a current event and/or controversial issue relating to scientific topics

• consider multiple POV and apply source evidence

• apply information/data from source document IOT practice a math skill (e.g. generating and analyzing charts, graphs, statistics)

 

IOT:

• apply real world concepts to the physics unit

 

Standards (and Assessment Anchors, if applicable):

 

Science (PA):

• 3.4.7.A2: Explain how different technologies involve different sets of processes

• 3.4.7.A3: Explain how knowledge gained from other fields of study has a direct effect on the development of technological products and systems.

• 3.4.8.A1: Analyze the development of technology based on affordability or urgency

• 3.4.8.A1: Explain how controls are steps that people perform using information about the system that causes change

• 3.4.8.A3: Compare how a product, system, or environment developed from one setting may be applied to another setting.

Science (NGSS):

• The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)

• Models of all kinds are important for testing solutions (MS-ETS1-4)

 

ELA (PA):

• CC.1.2.7.F: Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative, connotative, and technical meanings.

• CC.1.2.7.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• CC.1.2.8.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

 

Mathematics (PA):

• CC.2.1.7.D.1: Analyze proportional relationships and use them to model and solve real-world and mathematical problems.

• CC.2.2.7.B.3: Model and solve real-world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations.

 

Materials and preparation:

 

• Laptop, connected to internet and projector

  • one, to be used by teacher to show two short videos:

    • https://youtu.be/o3IhGZY0TCE

    • https://youtu.be/hEZ7rHRifVc

• Associated Press article: “What do you call a robotic cockroach? A tiny hero designed to rescue” (adapted by Newsela)

  • One copy per student, provided in the week’s material packet

• Question/activity sheet/pages

  • One copy per student, to record individual thinking and responses during and at the conclusion of the lesson

  • provided in the week’s material packet

• Calculators, one per student, to be provided by the students

• Dry erase markers and eraser

 

The intention of World Spotlight is to enable students to apply real world concepts to the physics unit through analysis of a current event and/or controversial issue relating to a relevant scientific topic.  There is also an emphasis on practicing a math skill.

 

The article I have selected relates to concepts surrounding technology and the engineering design process that will have been discussed throughout the week.  In order to help extend these concepts beyond the classroom, I have selected two short, introductory videos to show before beginning the article.  I have also determined specific points to pause and ask for student connections to the videos and concepts explored earlier in the week.

 

I will review the text again in advance of the lesson in order to anticipate possible student responses and challenges that the students may face.

 

Classroom arrangement and management issues:

 

The lesson will be conducted with all of the students at their assigned seats.  The teacher will begin the lesson at the front of the room, in order to introduce the lesson and play the videos.  As the students read the text of the article, the teacher will circulate around the classroom.  After returning the to front of the room to demonstrate/model solving 2-3 problems with the whole class, the teacher will resume circulating as the students complete the remaining prompts independently.

 

The students as a whole exhibit a previously observed tendency to engage in off-topic, personal conversations, as well as to loose focus.  If necessary, I intend to refocus the group by pausing to reset the expectations, stopping or redirecting the conversation as appropriate.

 

Additionally, multiple students exhibit a previously observed tendency to make tangential connections and ask tangential questions about science topics.  I hope to minimize the possibility that the students may get distracted and sidetracked through the establishment of a “question parking lot” earlier in the week.  If necessary, I also intend to refocus the group by redirecting the conversation.

 

The lesson will take place on the Friday of the second week of PSSA testing.  While testing will resume the following week, tests will not be administered on the day on which I am planning to teach this lesson.  While classes will follow a regular schedule, I expect that the students still may be exhausted and unfocused, requiring frequent resets.

 

Plan:

 

(10-15 minutes)

• Establish expectations for the lesson

  • “One mic”

  • Follow along silently if not reading aloud to the class

  • Work and record calculations independently

  • Share/ask questions when prompted

• Introduce the activity and provide context by showing two short YouTube videos providing specific background information.

  • https://youtu.be/o3IhGZY0TCE

  • https://youtu.be/hEZ7rHRifVc

• Introduce Associated Press article: “What do you call a robotic cockroach? A tiny hero designed to rescue” (adapted by Newsela)

• Select two students to take turns reading sections of the article aloud to group, as the other students follow along silently.

• Pause at specific points to ask for student connections to the videos and concepts explored earlier in the week

  • Planned pauses will come:

    • Following the fourth paragraph (finding inspiration in nature)

    • Following the third section (cost)

 

(35-40 minutes)

• After reading the article in full, I will model solving 2-3 problems with the whole class

•  Following teacher assistance/modeling

  • students will complete the remaining prompts independently, recording calculations and responses in packets.

    • Remind students: “Be sure to show your work and include units.”

 

Assessment:

 

• Following teacher assistance/modeling, students will complete the remaining prompts independently, recording calculations and responses in packets.

  • This work will be collected at the end of the class period and analyzed by the teacher along with the rest of the packet.

 

Additional, formative assessment of each student will be recorded by the teacher throughout the course of the lesson, as students ask questions and share their responses and thinking.

 

Anticipating students’ responses and my possible responses:

 

• In planning and teaching this lesson, I will keep in mind that:

  • It is necessary to establish expectations for behavior, sharing answers, showing that a student has an idea, etc…

  • The subject of the text, and some of the vocabulary, may be unfamiliar to the students

  • The students may be distracted after spending the morning taking standardized tests.

 

Accommodations:

 

• I have selected an article adapted by Newsela to present the content to the students at an appropriate reading level

• I have selected two short videos to provide additional context and connections for the lesson

• The lesson embraces multiple learning modalities through inclusion of:

  • videos

  • a print article

  • mathematical calculations

• Be prepared to complete additional or fewer questions with the class as a whole

• Be prepared to adjust requirements for completion of problems if time becomes a factor

• Allow students to decline reading aloud if uncomfortable