Curricular Standards & Objectives
Specific Discipline-Based Concepts / Grade Level Indiana Standards address by the Driving Question
The Indiana State Technology standards for both high school and middle school that are addressed by this unit include the following:
High School
TE.HS.2 Describe technology as a system with inputs, processes, outputs, impacts, and feedback
TE.HS.5 Work cooperatively and productively in groups to design and use technology to solve technological problems.
TE.HS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.HS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.HS.8 Evaluate and select appropriate solutions tht address technological needs and opportunities
TE.HS.10 Specify solutions to stated needs and opportunities using appropriate technical means.
TE.HS.19 Determine the impact of technological actions on individuals, society, and the environment.
Middle School:
TE.MS.2 Describe technology as a system with inputs, processes, outputs, impacts, and feedback
TE.MS.5 Work cooperatively and productively in groups to design and use technology to solve technological problems.
TE.MS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.MS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.MS.8 Evaluate and select appropriate solutions tht address technological needs and opportunities
TE.MS.10 Specify solutions to stated needs and opportunities using appropriate technical means.
TE.MS.19 Determine the impact of technological actions on individuals, society, and the environment.
High School
TE.HS.2 Describe technology as a system with inputs, processes, outputs, impacts, and feedback
TE.HS.5 Work cooperatively and productively in groups to design and use technology to solve technological problems.
TE.HS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.HS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.HS.8 Evaluate and select appropriate solutions tht address technological needs and opportunities
TE.HS.10 Specify solutions to stated needs and opportunities using appropriate technical means.
TE.HS.19 Determine the impact of technological actions on individuals, society, and the environment.
Middle School:
TE.MS.2 Describe technology as a system with inputs, processes, outputs, impacts, and feedback
TE.MS.5 Work cooperatively and productively in groups to design and use technology to solve technological problems.
TE.MS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.MS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.MS.8 Evaluate and select appropriate solutions tht address technological needs and opportunities
TE.MS.10 Specify solutions to stated needs and opportunities using appropriate technical means.
TE.MS.19 Determine the impact of technological actions on individuals, society, and the environment.
Biofuel Objectives and Standards targeted and addressed in the unit
Higher Level Objectives:
-- The students will create a model of the biomass conversion plant that they have designed.
-- The students will create a presentation about their plant design and the process to design it and present it to the class.
-- The students will design a biomass conversion plant that can be built in a local community.
-- The students will create a written report to substantiate and organized all of their research, costs, design plans and references.
Standards addressed by this objective:
TE.HS.2 Describe technology as a system with inputs, processes, outputs, impacts, and feedback
TE.HS.5 Work cooperatively and productively in groups to design and use technology to solve technological problems.
TE.HS.10 Specify solutions to stated needs and opportunities using appropriate technical means.
TE.HS.19 Determine the impact of technological actions on individuals, society, and the environment.
TE.MS.2 Describe technology as a system with inputs, processes, outputs, impacts, and feedback
TE.MS.5 Work cooperatively and productively in groups to design and use technology to solve technological problems.
TE.MS.10 Specify solutions to stated needs and opportunities using appropriate technical means.
TE.MS.19 Determine the impact of technological actions on individuals, society, and the environment.
How will this standard be addressed –
After designing the conversion plant the students will evaluate what types of materials would be best to build the model.
Scale should also be determined as well as how much detail to include in the model. Students will collaborate and delegate portions of the project to create a document that outlines all of the research, design work to show how they achieved the final project. Many different options will be available to them for publishing their presentations like, wikis,
websites, MS PowerPoint, etc. The students could sketch; possibly design in a computer-aided software the parametric features of the building. Finally, students will collaborate and delegate portions of the project to compile a written document that outlines all of the research, design work to show how they achieved the final project. Students may decide with teacher input that the document could be published on-line or electronically in some form.
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Objective
The students will learn about government regulations impacting the design of a biofuel conversion plant and do the following:
-- Document the regulations that affect the plant design and how they were implanted into the design
-- Implement these regulations as needed into their plant designs to ensure compliance
Standards addressed by this objective:
TE.HS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.HS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.HS.19 Determine the impact of technological actions on individuals, society, and the environment.
TE.MS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.MS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.MS.19 Determine the impact of technological actions on individuals, society, and the environment.
How will this standard be addressed –
The students will need to research the community, state and federal government regulations that can and will affect the final plant design and location as they are working on it. What they find will need to be documented in their engineering notebooks. Once they have determined what regulations will affect the plant design the students will need to update their plant design to incorporate the appropriate changes into it. All research and decisions are to be documented on a daily basis in the students engineering journal.
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Objective:
The students will determine the best types of materials to contain the biomass in an environmentally safe manner and do the
following:
-- Document the types of materials that are available to use for building the plant
-- Document why they chose the materials they used in their plant design
-- Implement this information into their plant designs
Standards addressed by this objective:
TE.HS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.HS.8 Evaluate and select appropriate solutions tht address technological needs and opportunities
TE.HS.19 Determine the impact of technological actions on individuals, society, and the environment.
TE.MS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.MS.8 Evaluate and select appropriate solutions tht address technological needs and opportunities
TE.MS.19 Determine the impact of technological actions on individuals, society, and the environment.
How will this standard be addressed –
Students will research and analyze data and information through various types of resources online, reference manuals and
industry experts. An evaluation of cost and availability of material will also have to be conducted by the students via vendors and industry experts as well.
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Objective:
The students will identify concerns that exist in their community about building a biomass conversion plant (e.g. where to build it, or what kinds of jobs will be created as a result of the plant) and the following:
-- Document the concerns that they identified
-- Document how the concerns are addressed in the plant design
-- Make any changes needed in the plant design to address the issues and concerns raised by the community
Standards addressed by this objective:
TE.HS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.HS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.HS.19 Determine the impact of technological actions on individuals, society, and the environment.
TE.MS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.MS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.MS.19 Determine the impact of technological actions on individuals, society, and the environment.
How will this standard be addressed –
The students will need to research what concerns and issues that their fellow town members have about the biomass conversion plant being built in their local community. They will need to research these concerns in order to determine the address the concerns and issues in the best manner. Once these two steps have been completed, the students will need to document their answers to the concerns and issues of the townspeople and include the rationale for the choices that were made. The students will need to update their plant design to include any changes needed. All research and decisions are to be documented on a daily basis in the students engineering journal.
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Objective:
The students will identify what environmental concerns affect the biomass conversion plant and do the following:
-- Document the environmental concerns and issues that they find
-- Determine how best to negate the issues and implement the changes into the plant design
-- Document the reasons why the changes were made
Standards addressed by this objective:
TE.HS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.HS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.HS.19 Determine the impact of technological actions on individuals, society, and the environment.
TE.MS.6 Identify societal and personal needs and opportunities that can be addressed through technology.
TE.MS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.MS.19 Determine the impact of technological actions on individuals, society, and the environment.
How will this standard be addressed –
The students will need to research what environmental issues there may be with the biomass conversion plant being built in their local community. They will need to research these concerns in order to determine the address the concerns and issues in the best manner. Once these two steps have been completed, the students will need to document their answers to the environmental issues and include the rationale for the choices that were made. The students will need to update their plant design to include any changes needed. All research and decisions are to be documented on a daily basis in the students engineering journal.
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Objective:
The students will identify the available options in their local community for transporting the biomass to the plant, and do the following:
-- Document the means of transportation (truck, train, etc) available in their community
-- Document the means of transportation that they feel will be using for the operation of their plant and why they were chosen
-- Make any needed changes to their plant design to accommodate the means of transportation
Standards addressed by this objective:
TE.HS.2 Describe technology as a system with inputs, processes, outputs, impacts, and feedback
TE.HS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.HS.8 Evaluate and select appropriate solutions tht address technological needs and opportunities
TE.HS.19 Determine the impact of technological actions on individuals, society, and the environment.
TE.MS.2 Describe technology as a system with inputs, processes, outputs, impacts, and feedback
TE.MS.7 Develop and refine alternate solutions that address technological needs and opportunities.
TE.MS.8 Evaluate and select appropriate solutions tht address technological needs and opportunities
TE.MS.19 Determine the impact of technological actions on individuals, society, and the environment.
How will this standard be addressed –
As the students plan the biomass facility, they will have to find transportation options for the incoming biomass and outgoing
biofuel by exploring the community for preferred routes and available types of transportation. This decision will most likely have to be addressed with local government, residents and possibly activists groups. Costs will also be evaluated.
21st Century Skills and Objectives targeted and addressed by the unit
The 21st Century Skills that are targeted and addressed by this unit are described below.
Communicate Clearly
-- Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.
Final compiled reports and presentations will assessed for these components. We will also do periodic checks of notebooks.
Collaborate with others
-- Demonstrate the ability to work effectively and respectully with diverse teams.
-- Exercise flexibilty and willingness to be helpful in making necessary compromises to accomplish a common goal
-- Assume shared responsibility for collaberative work, and value the individual contributions made by each team member
Teams will be determined based on skills and interest. A rubric will be used to periodically check for collaboration and discussed with teams. Teamwork drills may be introduced as a need is seen.
Think Creatively
-- Use a wide range of idea creation techniques (eg brainstorming)
-- Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
We will assess most creativity formatively while introducing strategies like brainstorming. A creative element will be summatively assessed as part of the final model.
Reason Effectively
-- use various types of reasoning (inductive, deductive, etc) as appropriate to the situation
-- Use systems thinking
Reasoning will be introduced by questioning students of the ramification of designs as they are observed in class and through notebook entries throughout the project. Feedback will be given at each checkpoint in the notebooks. Summative assessment will be performed as part of the final design and report.
Solve Problems
-- Identify and ask significant questions that clarify various points of view and lead to better solutions.
Questions will be result from initial What We Know/Need to Know activity. They will be used to guide students as they work through completing their project.
Communicate Clearly
-- Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.
Final compiled reports and presentations will assessed for these components. We will also do periodic checks of notebooks.
Collaborate with others
-- Demonstrate the ability to work effectively and respectully with diverse teams.
-- Exercise flexibilty and willingness to be helpful in making necessary compromises to accomplish a common goal
-- Assume shared responsibility for collaberative work, and value the individual contributions made by each team member
Teams will be determined based on skills and interest. A rubric will be used to periodically check for collaboration and discussed with teams. Teamwork drills may be introduced as a need is seen.
Think Creatively
-- Use a wide range of idea creation techniques (eg brainstorming)
-- Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
We will assess most creativity formatively while introducing strategies like brainstorming. A creative element will be summatively assessed as part of the final model.
Reason Effectively
-- use various types of reasoning (inductive, deductive, etc) as appropriate to the situation
-- Use systems thinking
Reasoning will be introduced by questioning students of the ramification of designs as they are observed in class and through notebook entries throughout the project. Feedback will be given at each checkpoint in the notebooks. Summative assessment will be performed as part of the final design and report.
Solve Problems
-- Identify and ask significant questions that clarify various points of view and lead to better solutions.
Questions will be result from initial What We Know/Need to Know activity. They will be used to guide students as they work through completing their project.
Communication to Students about standards and objectives
-- Objectives and standards will be included in all rubrics that are used for grading student project and assignments
-- Students will be given all standards, objectives and rubrics after the entry event. Students will track that they have addressed these objectives as the project progresses.
-- Guiding questions should be used as necessary to encourage the students to think of areas of inquiry that they may know of or may not have thought of.
-- Students will be given all standards, objectives and rubrics after the entry event. Students will track that they have addressed these objectives as the project progresses.
-- Guiding questions should be used as necessary to encourage the students to think of areas of inquiry that they may know of or may not have thought of.
Plan to ensure students can explain what/how they learn
Along with checkpoints and the notebooks, exit slips and occassional debrief sessions will be used intermittently throughout the project to address and assess their learning. The daily objective will be posted on the board so that students know what they are responsible for learning and achieving each day. The teacher should also be observing the student teams as they work to understand how they are working, and periodically have them verbally explain what they are doing and why they are doing it. Interim objectives (all those up to the final four) will be required to be turned in before the final project is complete and will be graded.