STS_GRID

					                                            ROSE TREE MEDIA SCHOOL DISTRICT


                                                    COURSE CURRICULUM




                                               COURSE TITLE: SCIENCE, TECHNOLOGY, & SOCIETY
                                                GRADE LEVEL: GRADES 11 & 12, LEVELS 2 & 3
                                              CREATION DATE: August, 2001



Science, Technology, & Society –Grade 11/12, L2-3         Page 1 of 18                    11/12/10
Essential Question, Concept or The me: A. History of Science Technology (required)                      Approx. Time Allotment: ~13
PA Standards: 3.1.12 D,E; 3.2.12 A,D; 3.5.12 B; 3.6.12 A,B,C; 3.7.12 D,E; 3.8.12 A,B,C; 4.2.12 B; 4.6.12 C; 4.7.12 C; 4.8.12 A -D; 4.9.12 A
                                                                        Aligned Materials/
     Benchmark/Skills                     Assessment                                                                        Instructional Strategies
                                                                      Resources/Technology
A.
1. Describe the develop ment of          1. Su mmat ive objective test      Standard science lab equipment/   The focus of the Science, Technology, and Society curriculu m is to:
major technological advancements         2. Research report on a specific   facilit ies                       (Applies to A – H)
throughout the history of mankind        technology                         Internet
a. Paraphrase and summarize              3. Teacher observation,            Library resources                 1.   Demonstrate how science is currently used in
informat ion form variety of             summative objective test           Videos available through          a.   Engineering
different literary sources                                                  RTMSD and DCIU                    b.   Product safety and effectiveness assessment
b. Co mpare and contrast majo r                                             Teacher generated labs,           c.   Criminal investigations
     technological events                                                   activities, and projects          d.   Biotechnology
                                                                                                              e.   Addressing environmental concerns
2. Describe the impact of a specific
technology on the quality of life, the                                                                        2. Demonstrate how society is impacted by current and emerging
environment, and/or value systems                                                                             technology
a. Research the origins and
development of a specific                                                                                     3. Allow students to see implications technology has on both the
technology                                                                                                    individuals in the society and the society as a whole.
b. Assess the influence of                                                                                        To do this, the instructor places special emphasis in having
technologies on the quality of lie,                                                                           students model real life applications via hands on activities, utilizing
the environment, and/or value                                                                                 the laboratory setting whenever possible. Field t rips and guest
systems                                                                                                       speakers will co mp lement the program when feasib le. The
                                                                                                              application and correlat ion to real-life situations must be stressed
3. Demonstrate an understanding of                                                                            frequently; examp les would include (but not be limited to) contracts,
career opportunities in science and                                                                           deadlines, quantifying profit margins, patents, cost (effort)-to-
technology                                                                                                    benefit ratios, and decision-making processes. Teamwork and
a. Examine career opportunities in                                                                            cooperation are other essential skills that must receive
science and technology                                                                                        acknowledg ment and emphasis, as both the science and business
b. Describe, co mpare, and contrast                                                                           communit ies rely upon strong interpersonal and communication
a min imu m o f five careers in                                                                               skills. Special attention must be given to clearly addressing specific
science and technology in terms of                                                                            assignment goals, materials, and design specifications.
educational requirements, job                                                                                     Lecture, notes, student oral presentations, student research
requirements, and emp loyment                                                                                 projects, field trips, guest speakers, building/construction projects,
opportunities                                                                                                 laboratory exercises, as well as student conduction and evaluation of
                                                                                                              surveys should be important components of this curriculu m. In
                                                                                                              addition to these activities, the instructor may choose to have
                                                                                                              students use current event articles as a springboard for discussion on
                                                                                                              a regular basis. Written assignments will occasionally be used to
                                                                                                              gauge and assess student progress. As also it occurs in the world at
                                                                                                              large, students will o ften be graded on performance, using rubrics

Science, Technology, & Society –Grade 11/12, L2-3                                  Page 2 of 18                                                                             11/12/10
Essential Question, Concept or The me: A. History of Science Technology (required)                      Approx. Time Allotment: ~13
PA Standards: 3.1.12 D,E; 3.2.12 A,D; 3.5.12 B; 3.6.12 A,B,C; 3.7.12 D,E; 3.8.12 A,B,C; 4.2.12 B; 4.6.12 C; 4.7.12 C; 4.8.12 A -D; 4.9.12 A
                                                                        Aligned Materials/
     Benchmark/Skills                     Assessment                                                                        Instructional Strategies
                                                                      Resources/Technology
                                                                                                      and other scaled criteria, rather than pen and paper tests.
                                                                                                          The nature of this Science, Technology, & Society curricu lu m is
                                                                                                      to remain current in all aspects, even as science, technologies, and
                                                                                                      society progress in the years to come. As such, this course us to be
                                                                                                      revised at least every other year, preferably annually. The themes,
                                                                                                      activities, resources, and assessments, as well as enrich ment,
                                                                                                      remedial, adaptive, and usual strategies employed must change to
                                                                                                      meet the needs of students when these goals are not being met.
                                                                                                      Period ic evaluation of the curricular goals must also occur; to be
                                                                                                      sure that current standards are being addressed with appropriately
                                                                                                      crafted benchmarks and skills.
                                                                                                          As it currently stands, the Science, Technology, & Society
                                                                                                      curriculu m addresses two distinct populations (levels two and three)
                                                                                                      here at Penncrest High School. As such, it is to be expected that
                                                                                                      there is differentiation between the two. At the present time, p rior to
                                                                                                      year one of the program, instructors must assess several different
                                                                                                      aspects of the course; affirming the appropriate selection of
                                                                                                      benchmarks, accurate assessments, and effective instructional
                                                                                                      strategies are to be of primary concern among those aspects
                                                                                                      presented in the formal written curriculu m. Lacking clear, specific
                                                                                                      differences at this time, it can be generalized that level t wo students
                                                                                                      will be expected to have more stringent guidelines and different
                                                                                                      rubrics presented to them for assignments, as well as should expect a
                                                                                                      greater number o f written assignments than level three students.
                                                                                                      Level two students should also expect to have at least one major
                                                                                                      research and presentation project over the course of the year.




Science, Technology, & Society –Grade 11/12, L2-3                           Page 3 of 18                                                                            11/12/10
Essential Question, Concept or The me: A. History of Science and Technology (required)                                           Approx. Time Allotment: ~45
PA Standards: 3.1.12 D,E; 3.2.12 A,D; 3.5.12 B; 3.6.12 A,B,C; 3.7.12 D,E; 3.8.12 A,B,C; 4.2.12 B; 4.6.12 C; 4.7.12 C; 4.8.12 A -D; 4.9.12 A
     Adaptations/Inclusion                                                                                                         Multicultural/Inte rdisciplinary
                                             Enrichment Strategies                       Remediation Strategies
           Techniques                                                                                                                       Connection
A.                                          May include, but are not limited to the        May include but are not limited to:         Discuss contributions made fro m various
General adaptations for all themes may      following:                                     Extensions (time and material) to           cultures through man’s history.
include but are not limited to:                                                            assignments                                 Discuss changes made to man’s lifestyle
Those adaptations listed in the students’   General enrich ment strategies for all         Written self evaluation and assessment      attributed to various cultures through
IEP                                         themes:                                        Frequent progress checks/ reports           man’s history.
Extended test time                          Those activities/ adaptations listed in the    Student-Teacher conferences
Modified tests/ assignments, including      student’s IEP                                  Those adaptations listed in the students’
rubrics                                     Enrich ment activit ies and assignments that   IEP
Preferential seating                        accompany texts and other resources            Extended test time
Use of organizers                           Tiered assignments                             Modified tests/ assignments, including
Alternate assignments and assessment        Independent study assignments such as          rubrics
Visual aids                                 supplementary art icles, labs, or research     Preferential seating
Manipulatives                               Accelerated activities/ pace                   Use of organizers
Study guides                                Acting as a peer tutor                         Alternate assignments and assessment
Peer tutors                                 Written crit ical th inking responses          Visual aids
Small g roup instruction                    (evaluation and assessment of activity or      Manipulatives
Additional help                             assignment)                                    Study guides
                                            Additional orig inal and creative pro jects    Peer tutors
                                            agreed upon by both instructor and student     Small g roup instruction
                                                                                           Additional help
                                            A.
                                            Construct a functional model of a
                                            technology




Science, Technology, & Society –Grade 11/12, L2-3                                 Page 4 of 18                                                                          11/12/10
Essential Question, Concept or The me: B. Engineering & Design (required)                                          Approx. Time Allotment: ~45
PA Standards: 3.1.12 A-D; 3.2.12 C,D; 3.3.12 A-C; 3.4.12 A,C; 3.6.12 C; 3.7.12 A,B; 3.7.12 E; 4.8.12 A
                                                                                                Aligned Materials/                Instructional
      Benchmark/Skills                         Assessment
                                                                                             Resources/Technology                   Strategies
B.                                        1 & 2. Performance assessment: Design      Standard science lab equipment/ facilities                   See co mprehensive
1. Demonstrate and apply design and       and construct a device that fits the       Internet                                                     instructional plan in Sect ion
problem solving processes                 proscribed criteria                        Library resources                                            A.
a. Gather and organize information                                                   Laser disks
fro m a variety of sources                                                           Videos available through RTMSD and DCIU
b. Associate structure of objects to                                                 Teacher generated labs, activities, and projects
their function                                                                       Possible field trip : Philadelphia and/or other local zoo,
c. Record and analyze quantitative                                                   Boeing facility, Franklin Mint package engineering lab
and qualitative observations                                                         Possible guest speakers: representatives fro m engineering
d. Develop experimental procedures                                                   facilit ies (such as Boeing, Franklin Mint packaging
to solve complex p roblems                                                           division), Philadelphia or other zoo
e. Design and implement a solution                                                   Balsa wood
that satisfies criteria for a given                                                  Glue/ hot glue/ glue sticks/ tape
problem                                                                              Scissors
f. Docu ment each step of the design/                                                Toothpicks
problem solving process by                                                           Spaghetti (uncooked)
maintaining a log/ notebook                                                          Gu md rops/ spice drops
g. Draw conclusions based on                                                         Straws
experimental findings and data                                                       Colored pencils
                                                                                     Large sheets/ rolls of paper
2. Use the properties of common                                                      Cardstock paper (ex: IBM cards, notecards)
materials to successfully construct a                                                Pins
structure meet ing proscribed                                                        String/ twine/ yarn
specifications                                                                       DC motors
a. Describe the properties of common                                                 Copper wire
materials                                                                            Soldering iron and solder
b. Co mpare and contrast the                                                         Small Gears
properties of common materials                                                       Batteries
c. Describe how to maximize the                                                      Card/ plastic wheels
properties of common materials by                                                    Metal axles
man ipulating the shape and/or treating                                              Cardboard and Posterboard
the material                                                                         Waxed paper
d. Co mpare elastic and plastic                                                      X-acto kn ives
behavior                                                                             Wooden spools
                                                                                     Balloons
                                                                                     Saw
                                                                                     Dremel and accessories
                                                                                     Plastic bottles


Science, Technology, & Society –Grade 11/12, L2-3                                 Page 5 of 18                                                                            11/12/10
Essential Question, Concept or The me: B. Engineering & Design (required)                                                            Approx. Time Allotment: ~45
PA Standards: 3.1.12 A-D; 3.2.12 C,D; 3.3.12 A-C; 3.4.12 A,C; 3.6.12 C; 3.7.12 A,B; 3.7.12 E; 4.8.12 A
     Adaptations/Inclusion                                                                                                            Multicultural/Inte rdisciplinary
                                             Enrichment Strategies                       Remediation Strategies
           Techniques                                                                                                                          Connection
General adaptations for all themes may      Participation in Physics Oly mpics           May include but are not limited to:         Discuss design contributions made fro m
include but are not limited to:             Participation in Science Oly mp iad          Extensions (time and material) to           various cultures.
Those adaptations listed in the students’                                                assignments
IEP                                                                                      Written self evaluation and assessment
Extended test time                                                                       Frequent progress checks/ reports
Modified tests/ assignments, including                                                   Student-Teacher conferences
rubrics                                                                                  Those adaptations listed in the students’
Preferential seating                                                                     IEP
Use of organizers                                                                        Extended test time
Alternate assignments and assessment                                                     Modified tests/ assignments, including
Visual aids                                                                              rubrics
Manipulatives                                                                            Preferential seating
Study guides                                                                             Use of organizers
Peer tutors                                                                              Alternate assignments and assessment
Small g roup instruction                                                                 Visual aids
Additional help                                                                          Manipulatives
                                                                                         Study guides
                                                                                         Peer tutors
                                                                                         Small g roup instruction
                                                                                         Additional help




Science, Technology, & Society –Grade 11/12, L2-3                                 Page 6 of 18                                                                        11/12/10
Essential Question, Concept or The me: C. Product & Consumer Sciences (required)                                                                  Approx. Time Allotment:
                                                                                                                                                  ~45
PA Standards: 3.1.12 A-E; 3.2.12 A-D; 3.4.12 A; 3.5.12 B,D; 3.6.12 A; 3.7.12 B; 3.8.12 B; 4.2.12 A-D; 4.6.12 C, 4.8.12 A-D; 4.9.12 A
                                                                                                               Aligned Materials/                             Instructional
                 Benchmark/Skills                                           Assessment
                                                                                                            Resources/Technology                                Strategies
C.
1. Describe the chemical makeup of petroleu m, how it d iffers fro m        1. Su mmat ive objective test       Chemistry in the Co mmun ity              See co mprehensive
other natural materials, and how it is refined                              2. Su mmat ive objective test,      (ChemCo m) text and resources             instructional plan in
a. Describe the cracking process and name the typical products formed       Performance assessment:             Standard science lab equipment/           Section A.
fro m each fraction                                                         Laboratory performance and          facilit ies
b. Write the general formula and properly name the first ten alkanes        report                              Internet
c. Exp lain the term octane number, state its relationship to grades of     3. Teacher observation, written     Library resources
gasoline, and identify ways of increasing octane number                     assignments, summat ive objective   Laser disk
d. Co mpare and contrast hydrocarbons in terms of mo lecular models,        test                                Videos available through RTMSD and
formulas, bond type, and structure, as well as for physical and chemical                                        DCIU
properties                                                                                                      Various samples of: paper towels,
                                                                                                                shampoo, dish detergent, food labels,
2. Demonstrate an awareness of the importance of testing products to                                            food samples, hand lotions, sunscreens,
determine safety and effectiveness of stated purpose                                                            and other household products)
a. Discuss the decision making process                                                                          Teacher generated labs, activities, and
b. Discuss lifet ime exposure to products used on a regular basis in                                            projects
terms frequency, duration, and toxicity                                                                         Possible field trip to manufacturing
c. State hu man and environmental concerns faced by consumers and in                                            facility
response to use and disposal of products
d. Design an experiment to test how effective a product is
e. Collect and analyze data on the effectiveness of common household
products
f. Formu late household cleaning agents

3. Evaluate and use the informat ion present on standard food labels
a. Classify ingredients on food labels as macro molecules, vitamins,
minerals, food additives
b. Classify and compare the types of bio molecules as to structure and
function
c. Perform laboratory analysis of food items to determine the presence
biomo lecules
d. Perform calorimet ry on common food items
e. Exp lain the role o f vitamins and minerals on sustaining human
health
f. Extract fat fro m a food sample to calcu late the percentage of fat in
the food
g. Exp lain what food additives are and why they are added to foods

Science, Technology, & Society –Grade 11/12, L2-3                                   Page 7 of 18                                                                           11/12/10
Essential Question, Concept or The me: C. Product & Consumer Sciences (required)                                                 Approx. Time Allotment: ~45
PA Standards: 3.1.12 A-E; 3.2.12 A-D; 3.4.12 A; 3.5.12 B,D; 3.6.12 A; 3.7.12 B; 3.8.12 B; 4.2.12 A-D; 4.6.12 C, 4.8.12 A-D; 4.9.12 A
     Adaptations/Inclusion                                                                                                        Multicultural/Inte rdisciplinary
                                             Enrichment Strategies                        Remediation Strategies
           Techniques                                                                                                                      Connection
C.
General adaptations for all themes may      Conduct authentic research to test a          May include but are not limited to:         Discuss the impact of world politics on
include but are not limited to:             product’s effectiveness                       Extensions (time and material) to           natural resource distribution.
Those adaptations listed in the students’                                                 assignments
IEP                                                                                       Written self evaluation and assessment
Extended test time                                                                        Frequent progress checks/ reports
Modified tests/ assignments, including                                                    Student-Teacher conferences
rubrics                                                                                   Those adaptations listed in the students’
Preferential seating                                                                      IEP
Use of organizers                                                                         Extended test time
Alternate assignments and assessment                                                      Modified tests/ assignments, including
Visual aids                                                                               rubrics
Manipulatives                                                                             Preferential seating
Study guides                                                                              Use of organizers
Peer tutors                                                                               Alternate assignments and assessment
Small g roup instruction                                                                  Visual aids
Additional help                                                                           Manipulatives
                                                                                          Study guides
                                                                                          Peer tutors
                                                                                          Small g roup instruction
                                                                                          Additional help




Science, Technology, & Society –Grade 11/12, L2-3                                  Page 8 of 18                                                                         11/12/10
Essential Question, Concept or The me: D. Pseudosciences                                                                          Approx. Time Allotment: ~13
PA Standards: 3.2.12 A-C; 3.3.12 B; 3.4.12 A; 3.8.12 A
                                                                                              Aligned Materials/
         Benchmark/Skills                                Assessment                                                                     Instructional Strategies
                                                                                             Resources/Technology
D.
1. Evaluate problem solving approaches      1. Teacher observation of class          Standard science lab equipment/ facilities   See co mprehensive instructional plan in
to determine if the approach is             discussion, written assignments          Internet                                     Section A.
scientifically valid                                                                 Library resources
a. Discuss science as methodical,                                                    Videos available through RTMSD and
progressive, cyclic, and repeatable                                                  DCIU
b. Exp lain why some questions can not be                                            Playing cards
answered by science                                                                  Bingo ships
c. Describe the processes recognized as                                              Dice
research by the scientific co mmun ity                                               Teacher generated labs, activities, and
                                                                                     projects




Science, Technology, & Society –Grade 11/12, L2-3                             Page 9 of 18                                                                          11/12/10
Essential Question, Concept or The me: D. Pseudosciences                                                                          Approx. Time Allotment: ~13
PA Standards: 3.2.12 A-C; 3.3.12 B; 3.4.12 A; 3.8.12 A
     Adaptations/Inclusion                                                                                                         Multicultural/Inte rdisciplinary
                                             Enrichment Strategies                             Remediation Strategies
           Techniques                                                                                                                       Connection
D.
General adaptations for all themes may      Conduct literature research on a          May include but are not limited to:         Discuss the contributions made by various
include but are not limited to:             pseudoscience, giving possible            Extensions (time and material) to           cultures to forensics.
Those adaptations listed in the students’   explanations for such phenomena           assignments                                 Discuss the contributions made to the
IEP                                                                                   Written self evaluation and assessment      study of genetics by women and minority
Extended test time                                                                    Frequent progress checks/ reports           groups.
Modified tests/ assignments, including                                                Student-Teacher conferences
rubrics                                                                               Those adaptations listed in the students’
Preferential seating                                                                  IEP
Use of organizers                                                                     Extended test time
Alternate assignments and assessment                                                  Modified tests/ assignments, including
Visual aids                                                                           rubrics
Manipulatives                                                                         Preferential seating
Study guides                                                                          Use of organizers
Peer tutors                                                                           Alternate assignments and assessment
Small g roup instruction                                                              Visual aids
Additional help                                                                       Manipulatives
                                                                                      Study guides
                                                                                      Peer tutors
                                                                                      Small g roup instruction
                                                                                      Additional help




Science, Technology, & Society –Grade 11/12, L2-3                              Page 10 of 18                                                                       11/12/10
Essential Question, Concept or The me: E. Forensics & Genetics                                                                             Approx. Time Allotment: ~35
PA Standards: 3.1.12 B,E; 3.2.12 A-D; 3.3.12 A,B,C; 3.6.12 A,B; 3.7.12 A,B,D; 3.8.12 A,B,C
                                                                                                      Aligned Materials/
         Benchmark/Skills                                   Assessment                                                                           Instructional Strategies
                                                                                                     Resources/Technology
E.
1. Su mmarize and analyze the impact of      1. Teacher observation of class                Standard science lab equipment/ facilities     See co mprehensive instructional plan in
genetic engineering on society in regards    discussion, summative objective test,          Internet                                       Section A.
to politics, economics, agriculture, and     written assignments, Performance               Library resources
individual mo ral beliefs                    assessment: lab activ ity/ activities          Videos available through RTMSD and
a. Exp lain what genetic engineering is      2. Teacher observation, Perfo rmance           DCIU
and how organisms are genetically            assessment: lab activ ities, lab reports,      Teacher generated labs, activities, and
engineered                                   written assignments                            projects
b. List advantages and disadvantages of                                                     Multiple samples of (real or artificial)
using/ creating genetically engineered                                                      glass, tool mark impressions, hair,
organisms as compared to naturally                                                          simu lated drugs, blood, and urine, fabric,
occurring organisms                                                                         plastics, lipstick, Matchbox cars, and other
c. List purposes for creating genetically                                                   common items
engineered organisms                                                                        Onions
d. List arguments against genetically                                                       Toothpicks
     engineered organisms                                                                   Knives
                                                                                            Blender
2. Analyze (mock) ev idence to determine                                                    Dish detergent
connections between the evidence and its                                                    Food coloring
sources                                                                                     Gel electrophoresis setup
a. Identify, collect, and examine evidence                                                  Materials for DNA ext raction and
(may include but not limited to hair,                                                       processing of DNA to perform PCR (if
plastics, simulated body fluids,                                                            available)
fingerprints, glass fragments, tool marks,                                                  Possible field trip : evidence processing
unknown powders, ink, tire marks,                                                           facility
impressions and casts)                                                                      Possible guest speaker: crime scene
b. Classify evidence using standard lab                                                     investigator/ lab technician/ police officer
processes
c. Utilize inductive and deductive
reasoning skills




Science, Technology, & Society –Grade 11/12, L2-3                                    Page 11 of 18                                                                           11/12/10
Essential Question, Concept or The me: E. Fo rensics & Genetics                                                                      Approx. Time Allotment: ~35
PA Standards: 3.1.12 B,E; 3.2.12 A-D; 3.3.12 A,B,C; 3.6.12 A,B; 3.7.12 A,B,D; 3.8.12 A,B,C
     Adaptations/Inclusion                                                                                                            Multicultural/Inte rdisciplinary
                                              Enrichment Strategies                      Remediation Strategies
           Techniques                                                                                                                          Connection
E.
General adaptations for all themes may      Participate in a co llege outreach program   May include but are not limited to:         Discuss the contributions made by various
include but are not limited to:             in genetics                                  Extensions (time and material) to           cultures to forensics
Those adaptations listed in the students’                                                assignments                                 Discuss the contributions made to the
IEP                                                                                      Written self evaluation and assessment      study of genetics by women and minority
Extended test time                                                                       Frequent progress checks/ reports           groups
Modified tests/ assignments, including                                                   Student-Teacher conferences
rubrics                                                                                  Those adaptations listed in the students’
Preferential seating                                                                     IEP
Use of organizers                                                                        Extended test time
Alternate assignments and assessment                                                     Modified tests/ assignments, including
Visual aids                                                                              rubrics
Manipulatives                                                                            Preferential seating
Study guides                                                                             Use of organizers
Peer tutors                                                                              Alternate assignments and assessment
Small g roup instruction                                                                 Visual aids
Additional help                                                                          Manipulatives
                                                                                         Study guides
                                                                                         Peer tutors
                                                                                         Small g roup instruction
                                                                                         Additional help




Science, Technology, & Society –Grade 11/12, L2-3                                 Page 12 of 18                                                                       11/12/10
Essential Question, Concept or The me: F. Aeronautics & Flight                                                                             Approx. Time Allotment: ~35
PA Standards: 3.1.12 A-E; 3.2.12 A,C,D; 3.4.12 A,C; 3.6.12 C; 3.7.12 A,B; 3.8.12 A
                                                                                                      Aligned Materials/
          Benchmark/Skills                                    Assessment                                                                         Instructional Strategies
                                                                                                     Resources/Technology
F.
1. Construct models of aircraft to              1. Su mmat ive objective test, Perfo rmance   Standard science lab equipment/ facilities   See co mprehensive instructional plan in
successfully demonstrate and control            assessment: Construction of model aircraft    Internet                                     Section A.
flight characteristics                          to design specifications                      Library resources
a. Demonstrate lift using a kite of their       2. Su mmat ive objective test, Perfo rmance   Videos available through RTMSD and
own construction                                assessment: Lab act ivities                   DCIU
b. Design an build aircraft such as                                                           Teacher generated labs, activities, and
rockets, hot air balloons, kites, planes,                                                     projects
and/ or gliders                                                                               Pitsco lab packs and reference resources
c. Acquire and elementary knowledge of                                                        (kites, model rockets, bottle rockets,
the purposes and uses of the simplest and                                                     parachutes, gliders)
most common aircraft co mponents and                                                          Styrofoam trays
instruments                                                                                   Tissue paper
                                                                                              Glue sticks or rubber cement
2. Apply Newton’s three laws of motion                                                        Popsicle/craft sticks
a. State Newton’s three laws of mot ion                                                       String/ yarn/ twine
b. Define and exp lain in their own words                                                     Straws
the concepts of inertia, force, acceleration,                                                 Paper
gravity, friction, and weight                                                                 Cardboard
c. Illustrate Newton’s three laws of                                                          Wooden dowels
motion with model aircraft                                                                    Plastic sheeting
                                                                                              Pasco data collection software and
                                                                                              hardware
                                                                                              Balloons
                                                                                              Hot air balloon launcher and fuel




Science, Technology, & Society –Grade 11/12, L2-3                                    Page 13 of 18                                                                           11/12/10
Essential Question, Concept or The me: F. Aeronautics & Flight                                                                     Approx. Time Allotment: ~35
PA Standards: 3.1.12 A-E; 3.2.12 A,C,D; 3.4.12 A,C; 3.6.12 C; 3.7.12 A,B; 3.8.12 A
     Adaptations/Inclusion                                                                                                          Multicultural/Inte rdisciplinary
                                              Enrichment Strategies                             Remediation Strategies
           Techniques                                                                                                                        Connection
F.
General adaptations for all themes may      Visit the Smithsonian Air & Space          May include but are not limited to:         Discuss the contributions made to the
include but are not limited to:             Museum                                     Extensions (time and material) to           study and practice of flight technology
Those adaptations listed in the students’   Visit the Goddard Space Flight Center      assignments                                 fro m ancient China to the first flight at
IEP                                         Participate in flight lessons              Written self evaluation and assessment      Kitty Hawk
Extended test time                                                                     Frequent progress checks/ reports
Modified tests/ assignments, including                                                 Student-Teacher conferences
rubrics                                                                                Those adaptations listed in the students’
Preferential seating                                                                   IEP
Use of organizers                                                                      Extended test time
Alternate assignments and assessment                                                   Modified tests/ assignments, including
Visual aids                                                                            rubrics
Manipulatives                                                                          Preferential seating
Study guides                                                                           Use of organizers
Peer tutors                                                                            Alternate assignments and assessment
Small g roup instruction                                                               Visual aids
Additional help                                                                        Manipulatives
                                                                                       Study guides
                                                                                       Peer tutors
                                                                                       Small g roup instruction
                                                                                       Additional help




Science, Technology, & Society –Grade 11/12, L2-3                               Page 14 of 18                                                                           11/12/10
Essential Question, Concept or The me: G. Ecology Issues: Waste, Water & Hu man Population                                       Approx. Time Allotment: ~30
PA Standards: 3.1.12 A-E; 3.2.12 A,B,C; 3.5.12 B,C,D; 3.6.12 A; 3.8.12 A,B,C; 4.1.12 E; 4.2.12 A -D; 4.6.12 C; 4.7.12 A,C; 4.8.12 A-D; 4.9.12 A
                                                                                                Aligned Materials/
          Benchmark/Skills                            Assessment                                                                           Instructional Strategies
                                                                                              Resources/Technology
G.                                                                                                                                         See co mprehensive instructional
1. Discuss the impacts of water use and          1. Teacher observation, summat ive     ChemCo m text and resources                        plan in Sect ion A.
pollution on potable water supplies              objective test, performance            Environmental text and resources
a. Describe the main sources of potable water    assessment: lab activ ity, written     Standard science lab equipment/ facilities
supplies, and explain why freshwater is often    assignments                            Internet
in short supply                                  2. Written assignments, summat ive     Library resources
b. Co mpare point and non-point pollution        objective test                         Videos available through RTMSD and DCIU
c. Classify pollution                            3. Written assignments, summat ive     Teacher generated labs, activities, and projects
d. Assess the risks and benefits of standard     objective test, activity assessment    Plastic bins
water treat ments                                                                       Possible field trips to waste water treat ment
e. Evaluate the risk of contamination in our                                            facility, sanitary landfill, and power p lant
water supplies
f. Identify and evaluate techniques of water
purification
g. Identify methods of conserving water

2. Analyze current waste management
practices and propose alternatives or
modifications
a. Exp lain the four prong approach to waste
management (source reduction, recycling,
resource recovery, and landfilling)
b. Exp lain how most mun icipal waste is
currently processed
c. Apply the law of conservation of matter an
the law of conservation of energy to the waste
problem
d. Classify waste

3. Evaluate the impact of hu man population
growth
a. Exp lain why hu man population growth has
exploded
b. Discuss problems stemming fro m human
population growth
c. Describe factors that limit ovulation size
d. Identify factors that led to changes in
human population

Science, Technology, & Society –Grade 11/12, L2-3                                Page 15 of 18                                                                       11/12/10
Essential Question, Concept or The me: G. Ecology Issues; Waste, Water, & Hu man Population                                      Approx. Time Allotment: ~15
PA Standards: G. 3.1.12 A-E; 3.2.12 A,B,C; 3.5.12 B,C,D; 3.6.12 A; 3.8.12 A,B,C; 4.1.12 E; 4.2.12 A-D; 4.6.12 C; 4.7.12 A,C; 4.8.12 A-D; 4.9.12 A
     Adaptations/Inclusion                                                                                                        Multicultural/Inte rdisciplinary
                                               Enrichment Strategies                      Remediation Strategies
           Techniques                                                                                                                         Connection
G.
General adaptations for all themes may      Speak to elementary school students on      May include but are not limited to:         Discuss how third world populations
include but are not limited to:             the importance of recycling                 Extensions (time and material) to           impact the world’s population growth and
Those adaptations listed in the students’   Assist the Penncrest Eco club is boosting   assignments                                 resource use.
IEP                                         recycling efforts                           Written self evaluation and assessment
Extended test time                          Lead and educational campaign to teach      Frequent progress checks/ reports
Modified tests/ assignments, including      others about ecological issues              Student-Teacher conferences
rubrics                                     Vo lunteer at local environ mental center   Those adaptations listed in the students’
Preferential seating                        Assist students involved with Penncrest’s   IEP
Use of organizers                           Envirothon or Science Oly mpiad team        Extended test time
Alternate assignments and assessment                                                    Modified tests/ assignments, including
Visual aids                                                                             rubrics
Manipulatives                                                                           Preferential seating
Study guides                                                                            Use of organizers
Peer tutors                                                                             Alternate assignments and assessment
Small g roup instruction                                                                Visual aids
Additional help                                                                         Manipulatives
                                                                                        Study guides
                                                                                        Peer tutors
                                                                                        Small g roup instruction
                                                                                        Additional help




Science, Technology, & Society –Grade 11/12, L2-3                               Page 16 of 18                                                                       11/12/10
Essential Question, Concept or The me: H. Issues in Science & Technology                                                       Approx. Time Allotment: ~15
PA Standards: 3.1.12 A-E; 3.2.12 A-D; 3.3.12 A,B,C; 3.4.12 A,C; 3.5.12 B,C,D; 3.6.12 A,B,C; 3.7.12 A,B,D,E; 3.8.12 A,B,C; 4.1.12 E; 4.2.12 A -D; 4.6.12 C; 4.7.12 A,C;
4.8.12 A-D; 4.9.12 A
                                                                                                    Aligned Materials/
          Benchmark/Skills                                 Assessment                                                                        Instructional Strategies
                                                                                                   Resources/Technology
H.
1. Demonstrate the ability to determine       Teacher observation, assessment of          Standard science lab equipment/ facilities   See co mprehensive instructional plan in
what is and isn’t an issue in modern          individual student research                 Internet                                     Section A.
society                                                                                   Library resources
a. Assess the influences of technologies                                                  Videos available through RTMSD and
on society                                                                                DCIU
b. Distinguish between social and                                                         Teacher generated projects
technological issues

Differentiation between levels two and
three will be primarily the extent to which
these skills are expected to be performed.
The concepts should be met at baseline for
level three students, and expanded upon
for level two students.




Science, Technology, & Society –Grade 11/12, L2-3                                  Page 17 of 18                                                                         11/12/10
Essential Question, Concept or The me: H. Issues in Science & Technology                                                      Approx. Time Allotment: ~15
PA Standards: H. 3.1.12 A-E; 3.2.12 A-D; 3.3.12 A,B,C; 3.4.12 A,C; 3.5.12 B,C,D; 3.6.12 A,B,C; 3.7.12 A,B,D,E; 3.8.12 A,B,C; 4.1.12 E; 4.2.12 A -D; 4.6.12 C; 4.7.12 A,C;
4.8.12 A-D; 4.9.12 A
       Adaptations/Inclusion                                                                                                          Multicultural/Inte rdisciplinary
                                                    Enrichment Strategies                         Remediation Strategies
           Techniques                                                                                                                          Connection
H.
General adaptations for all themes may      Conduct original, authentic research          May include but are not limited to:
include but are not limited to:             Participate in the Delaware County            Extensions (time and material) to
Those adaptations listed in the students’   Science Fair                                  assignments
IEP                                         Assist elementary students in participation   Written self evaluation and assessment
Extended test time                          in a local science fair                       Frequent progress checks/ reports
Modified tests/ assignments, including                                                    Student-Teacher conferences
rubrics                                                                                   Those adaptations listed in the students’
Preferential seating                                                                      IEP
Use of organizers                                                                         Extended test time
Alternate assignments and assessment                                                      Modified tests/ assignments, including
Visual aids                                                                               rubrics
Manipulatives                                                                             Preferential seating
Study guides                                                                              Use of organizers
Peer tutors                                                                               Alternate assignments and assessment
Small g roup instruction                                                                  Visual aids
Additional help                                                                           Manipulatives
                                                                                          Study guides
                                                                                          Peer tutors
                                                                                          Small g roup instruction
                                                                                          Additional help




Science, Technology, & Society –Grade 11/12, L2-3                                 Page 18 of 18                                                                  11/12/10

				
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