Exploring Technology Part 3: Planning Our Technology Prototype

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Integrated Technology Studies

  Course Title:

  Exploring Technology

  Course Number:

  8600020

  Career Cluster:

  Engineering & Technology Education

  CIP Number:

  08210122EX

  Course Type:

  Orientation/Exploratory

  Standard(s) or benchmarks:

  Focus

  01.01

  Develop new products and systems to solve problems or to help do things that could not be done without the help of technology.

  09.02

  Employ brainstorming as a group problem-solving design process in which each person in the group presents his or her ideas in an open forum. 

  11.02

  Specify criteria and constraints for the design. 

  Supporting

  11.01

  Apply a design process to solve problems in and beyond the laboratory-classroom. 

  08.01

  Use design as a creative planning process that leads to useful products and systems. 

  04.01

  Identify the ways that use of technology affects humans, including their safety, comfort, choices, and attitudes about technology’s development and use. 

   

• Unit Outline

  
  

  The focus of this unit is for students to explore technology and develop their own prototype to address a school or community need. This lesson in the series engages students in the planning process as they start to build on their idea by creating a sketch of their prototype. In the previous lesson students thought about the needs of their school and community, and they wrote a letter to the principal or mayor with their proposal to address the need with technology. In the first lesson, students researched existing inventions and innovations to determine why they came about and how they impact society. In the final lessons, students will design a prototype for their technology and create a way to promote it.

   

• Career Connection

  
  

  Critical thinking and problem-solving skills are essential for the twenty-first century workplace. Students will be able to apply these skills in these lessons to creatively address needs in their school and community by finding technological solutions. Asking students to innovate will encourage and empower them to be independent thinkers.

   

• Learning Objectives

  
  

  Students will be able to:

  • Collaborate and plan a design for an original prototype and explain details of the technology.
  • Sketch using technology and label the elements of their prototype design.
  • Describe how their technology will change the school or community.

   

• Prior Knowledge

  
  

  Students should be familiar with

  • Definitions for the terms technology and prototype.
  • Norms for small group collaboration.
  • Identified community need and technological solution from Part 2.

   

• Guiding Questions

  
  
  1. What is the relationship between people and technology?
  2. How can technology address society’s needs and improve people’s lives?
  3. How does the planning process help us refine our ideas?

   

• Procedure

  
  

  1. To introduce the lesson, display the following quote for students: “There’s a way to do it better – find it.” Thomas A. Edison.

  • Ask students to do a quick write about whether they agree or disagree with the quote and explain why. Have students share their responses.

  2. Set the purpose for the lesson and emphasize that students will be engaging in the planning process for their technology prototype.

  • Distribute the student handout (see attachment) to allow students to plan and sketch their prototype. In addition to the sketch, students will respond to questions about their technology including how it will help address the need and improve people’s lives.
  • Students can choose to use the template provided or they can select the best software that suits their prototype.
  • Remind students that this is a sketch and that next class (see teacher notes) they will be designing their technology.
  • Monitor students as they work to ask questions about their planning process and provide any guidance.

  3. Engage students in a whole group crowdsourcing activity.

  • Each group will share their sketches with the class and briefly describe their planning process.
  • Students will provide feedback or ask clarifying questions about the prototype sketches. You can provide students with sample questions or question stems:
    1. Have you considered… (ex: using other materials)?
    2. Can … be adapted?
    3. Have you thought about…?
    4. What if…?
    5. Do you think it would be easier if…?
  • Students will take notes on the feedback and ask questions if needed.

  4. Once all groups have shared, provide students time to discuss the peer feedback they received and make any necessary edits to their design.

  5. To bring the lesson to a close, ask students to reflect on the guiding questions. Have students discuss in their groups and then share out if time allows.

   

• Teacher Notes

  
  
  • This lesson is the third in a unit. Refer to CPALMS Resources ID# 206487 and 206631 for the planning process, and CPALMS Resource ID# _____ for the design process. 
  • Students can participate in a gallery walk instead of orally sharing their ideas with the class. As students walk around, they can provide feedback using sticky notes.
  • Share the student handout via a learning management system or online file sharing to allow students to collaborate in real-time.

   

• Optional

  
  

  Formative Assessment Ideas: 

  • The teacher will observe students’ discussions and planning process during the small group collaboration.

  Extension Ideas

  • If students are part of a CTE student organization (CTSO), they can share with their planning and prototype sketch to receive feedback from a different audience.