Science Content Standard 4: Students can understand concepts and relationships
in physical science. (Grades 3-9)
Toying with Technology Activities & Iowa Core Curriculum Standards
1.
Basic Programming-
Science Content Standard 4: Students can understand concepts and relationships
in physical science. (Grades 3-9)
·
Benchmark: Students can understand and apply concepts related to mechanics,
forces, and motion.
·
Science Content Standard 4 fits basic programming because the programming
involves understand the mechanics of how the Lego cars move and also involves
motion.
Technology Literacy Skills
·
Utilize predetermined digital resources and tools to answer questions or solve
problems. (Grades K-2)
·
Understand basic technology hardware and software and their application. (Grades
K-5)
·
These Technology Literacy Skills fit because in order to do the basic
programming, the students must understand the basics of the application they are
using, and they will be solving problems by figuring out how to make their car
move where they want it to.
2.
Simple Machines-
Science Content Standard 4: Students can understand concepts and relationships
in physical science. (Grades 3-9)
·
Benchmark: Students can describe and explain concepts related to mechanics,
forces, and motion.
·
Science Content Standard 4 fits with simple machines because machines have
concepts related to forces and motion. To make this activity better fit Standard
4, add something into the lesson about how the machines actually use force and
motion when being used.
Technology Literacy Skills
·
Understand the underlying structure and application of technology systems.
(Grades 6-8)
·
This Technology Literacy Skill fits with the Simple Machines activity because
students must understand the structure of the systems they are using and
learning about.
3.
SEM Lab-
Science Content Standard 2: Students can understand concepts and relationships
in life science. (Grades 3-9)
·
Benchmark: Students can understand structures of living things.
·
The SEM Lab day meets the Science Content Standard 3 because using the SEM,
students can view living things and their structures in a 3-D way. It could
better fit the ICC Standard if parts of animals or plants were identified to the
students.
Technology Literacy Skills
·
Use technological resources to investigate given questions or problems. (Grades
K-2)
·
Use technological resources to develop and refine questions for investigation.
(Grades 3-5)
·
These Technology Literacy Skills fit with the SEM Lab activity because using the
SEM allows students to investigate questions and problems. To better make the
activity fit the Technology Literacy Skill, have students prepare questions
about specific animals or plants that they will see ahead of time, and during
the lab, students can manipulate the SEM to answer their questions.
4.
Lego/Paper Egg Drop-
Science Content Standard 1: Students can understand and apply skills used in
scientific inquiry. (Grades 3-9)
·
Benchmark: Students can understand and apply the processes and skills of
scientific inquiry.
·
Benchmark: Students can analyze and interpret scientific information.
·
Science Content Standard 1 fits with the Lego & Paper Egg Drop activities
because the engineering involving during the creating process for both egg drops
involves using scientific inquiry; students have to try one thing, analyze what
worked and what didn’t work, then fix things and try again. To better allow
students to use scientific inquiry and analyze their information, they could be
given more than one class period for the Paper Egg Drop, which was given a much
shorter time than for the Lego Egg Drop.
Science Content Standard 4: Students can understand concepts and relationships
in physical science. (Grades 3-9)
·
Benchmark: Students can understand and apply concepts related to mechanics,
forces, and motion.
·
The Lego & Paper Egg Drops fit with Science Content Standard 4 because
throughout both, students had to figure out things dealing with motion, speed,
and forces, all while dealing with the actual mechanics of the drops.
Technology Literacy Skills
·
Demonstrate critical thinking skills using appropriate tools and resources to
plan and conduct research, manage projects, solve problems and make informed
decisions. (Grades 9-12)
·
This Technology Literacy Skill fits with the Lego & Paper Egg Drop because
students are using critical thinking and problem solving skills during the whole
processes of both activities.
5.
Boat Activity-
Math Content Standard 1: Students can understand and apply a variety of math
concepts. (Grades 3-12)
·
Benchmark: Students can understand and apply concepts of geometry.
·
Benchmark: Students can understand and apply concepts of algebra.
·
Math Content Standard 1 fits with the Boat Activity because various concepts in
both geometry and algebra were needed to successfully create a boat that had the
greatest efficiency.
Technology Literacy Skills
·
Plan strategies utilizing digital tools to gather, evaluate, and use
information. (Grades 6-8)
·
Use technology resources to create original products, identify patterns and
problems, make predictions, and propose solutions. (Grades 3-5)
·
These Technology Literacy Skills match with the Boat Activity because students
have to use strategies to gather, evaluate, and use information in creating
their original product, in this case a boat that will hold the most washers for
the best cost efficiency.
6.
Water Filtration-
Science Content Standard 1: Students can understand and apply skills used in
scientific inquiry. (Grades 3-9)
·
Benchmark: Students can understand and apply the processes and skills of
scientific inquiry.
·
Benchmark: Students can analyze and interpret scientific information.
·
Science Content Standard 1 fits with the Water Filtration Activity because
students have to use inquiry skills and analytical skills to figure out what
would be the best purchases to make to build their water filtration devices. The
activity would better fit Science Content Standard 1 if students were allowed to
try various combinations and actually test them out before being grades so they
could better use their inquiry and analytical skills.
Technology Literacy Skills
·
Use technology to create projects, identify patterns, and make predictions.
(Grades K-2)
·
This Technology Literacy Skill fits with the Water Filtration activity because
students are creating the best water filtration device for the lowest cost while
also using patterns and predictions to find which combination works the best.
7.
Towers & Bridges-
Math Content Standard 3: Students can solve a variety of math problems. (Grades
3-12)
·
Benchmark: Students can understand and apply problem-solving approaches and
procedures.
·
Math Content Standard 3 aligns with the Towers & Bridges Activity because to
create the various towers and bridges, students have to problems solve and think
about what would be the best way to approach building their towers and bridges.
The tower activity fit very well with this content standard, but the bridge
activity could have been longer, and more in depth. Students could be given a
problem that they have to build their bridge around or a certain weight it must
hold; these things might better allow students to engage in problem-solving
ways.
Technology Literacy Skills
8.
Alternative Energy-
Science Content Standard 3: Students can understand concepts and relationships
in Earth/space sciences. (Grades 3-12)
·
Benchmark: Students can understand changes in and around Earth.
·
Benchmark: Students can understand concepts relating to the universe.
·
Science Content Standard 3 fits with the Alternative Energy Activity because to
research and develop a report about various alternative energy sources, students
have to have knowledge of changes in Earth and also understand various concepts
about the universe, including gases and sunlight. To better make this activity
fit with Science Content Standard 3, an interactive part could be added in.
http://www.pbs.org/newshour/extra/teachers/lessonplans/science/energy_research.pdf
This website has a lesson plan idea for alternative energy, which is similar to
the one done in TWT, however the creating a model or experiment part is new and
it would be a good addition to the lesson to better have it fit the standard.
Technology Literacy Skills
·
Use interactive technologies in a collaborative group to produce digital
presentations or products. (Grades 3-5)
·
This Technology Literacy Skill fits the Alternative Energy activity because
students are in groups, working collaboratively towards producing a PowerPoint
presentation to give to the class.
9.
Rube Goldberg-
Science Content Standard 4: Students can understand concepts and relationship in
physical science. (Grades 3-9)
·
Benchmark: Students can understand and apply concepts related to mechanics,
forces, and motion.
·
Benchmark: Students can understand and apply the concept of energy.
·
Science Content Standard 4 fits with the Rube Goldberg because while creating
their machines, students have to be aware of how energy, force, and motion are
working in their final project.
Technology Literacy Skills
10.
Challenge Sheets-
Math Content Standard 3: Students can solve a variety of math problems. (Grades
3-9)
·
Benchmark: Students can understand and apply problem-solving approaches and
procedures.
·
Math Content Standard 3 works with the Challenge Sheets because students have to
solve various problems, depending on which challenge sheet they receive, and
they have to select and use a method to solve their problem.
Technology Literacy Skills
·
Demonstrate creative thinking in the design and development of innovative
technology products and problem solving.
·
The Challenge Sheet activity allows students to think very creativity because
there is no one right answer to each given problem. Many solutions could work,
which is why this Technology Literacy Skill fits this activity.
11.
Ice Cream Activity-
Science Content Standard 4: Students can understand concepts and relationships
in physical science. (Grades 3-9)
·
Benchmark: Students can understand and identify properties and changes of
matter.
·
The Ice Cream Activity fits Science Content Standard 4 because changing the
liquids of the “before” ice cream into the solid of the “after” ice cream
involves changing matter. To better match the activity with the standard, add in
some discussion about what makes something a physical or chemical change. Is
changing the ice cream a physical or chemical change?
Technology Literacy Skills