Rose Tree Media School District s4

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 04/06/18 Essential Question, Concept or Theme: 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 development of 1. Summative objective test Standard science lab equipment/ The focus of the Science, Technology, and Society curriculum is to: major technological advancements 2. Research report on a specific facilities (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 information form variety of summative objective test Videos available through a. Engineering different literary sources RTMSD and DCIU b. Product safety and effectiveness assessment b. Compare and contrast major 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 trips and guest systems speakers will complement the program when feasible. The application and correlation to real-life situations must be stressed 3. Demonstrate an understanding of frequently; examples 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 acknowledgment and emphasis, as both the science and business b. Describe, compare, and contrast communities rely upon strong interpersonal and communication a minimum of 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 employment 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 curriculum. 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 often be graded on performance, using rubrics

Science, Technology, & Society –Grade 11/12, L2-3 Page 2 of 18 04/06/18 Essential Question, Concept or Theme: 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 curriculum 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 enrichment, remedial, adaptive, and usual strategies employed must change to meet the needs of students when these goals are not being met. Periodic 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 curriculum 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, prior 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 curriculum. Lacking clear, specific differences at this time, it can be generalized that level two 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 of 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 04/06/18 Essential Question, Concept or Theme: 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/Interdisciplinary 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 from 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 enrichment 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 Enrichment activities 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 articles, 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 critical thinking responses Visual aids Small group instruction (evaluation and assessment of activity or Manipulatives Additional help assignment) Study guides Additional original and creative projects Peer tutors agreed upon by both instructor and student Small group instruction Additional help A. Construct a functional model of a technology

Science, Technology, & Society –Grade 11/12, L2-3 Page 4 of 18 04/06/18 Essential Question, Concept or Theme: 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 comprehensive 1. Demonstrate and apply design and and construct a device that fits the Internet instructional plan in Section problem solving processes proscribed criteria Library resources A. a. Gather and organize information Laser disks from 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 from engineering d. Develop experimental procedures facilities (such as Boeing, Franklin Mint packaging to solve complex problems 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. Document each step of the design/ Toothpicks problem solving process by Spaghetti (uncooked) maintaining a log/ notebook Gumdrops/ 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 meeting proscribed String/ twine/ yarn specifications DC motors a. Describe the properties of common Copper wire materials Soldering iron and solder b. Compare 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 manipulating the shape and/or treating Cardboard and Posterboard the material Waxed paper d. Compare elastic and plastic X-acto knives behavior Wooden spools Balloons Saw Dremel and accessories Plastic bottles

Science, Technology, & Society –Grade 11/12, L2-3 Page 5 of 18 04/06/18 Essential Question, Concept or Theme: 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/Interdisciplinary Enrichment Strategies Remediation Strategies Techniques Connection General adaptations for all themes may Participation in Physics Olympics May include but are not limited to: Discuss design contributions made from include but are not limited to: Participation in Science Olympiad 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 group instruction Visual aids Additional help Manipulatives Study guides Peer tutors Small group instruction Additional help

Science, Technology, & Society –Grade 11/12, L2-3 Page 6 of 18 04/06/18 Approx. Time Allotment: Essential Question, Concept or Theme: C. Product & Consumer Sciences (required) ~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 petroleum, how it differs from 1. Summative objective test Chemistry in the Community See comprehensive other natural materials, and how it is refined 2. Summative objective test, (ChemCom) 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. from each fraction Laboratory performance and facilities b. Write the general formula and properly name the first ten alkanes report Internet c. Explain 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, summative objective Laser disk d. Compare and contrast hydrocarbons in terms of molecular 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 lifetime exposure to products used on a regular basis in projects terms frequency, duration, and toxicity Possible field trip to manufacturing c. State human 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. Formulate household cleaning agents

3. Evaluate and use the information present on standard food labels a. Classify ingredients on food labels as macromolecules, vitamins, minerals, food additives b. Classify and compare the types of biomolecules as to structure and function c. Perform laboratory analysis of food items to determine the presence biomolecules d. Perform calorimetry on common food items e. Explain the role of vitamins and minerals on sustaining human health f. Extract fat from a food sample to calculate the percentage of fat in the food g. Explain what food additives are and why they are added to foods

Science, Technology, & Society –Grade 11/12, L2-3 Page 7 of 18 04/06/18 Essential Question, Concept or Theme: 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/Interdisciplinary 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 group instruction Visual aids Additional help Manipulatives Study guides Peer tutors Small group instruction Additional help

Science, Technology, & Society –Grade 11/12, L2-3 Page 8 of 18 04/06/18 Essential Question, Concept or Theme: 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 comprehensive 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. Explain why some questions can not be Playing cards answered by science Bingo ships c. Describe the processes recognized as Dice research by the scientific community Teacher generated labs, activities, and projects

Science, Technology, & Society –Grade 11/12, L2-3 Page 9 of 18 04/06/18 Essential Question, Concept or Theme: 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/Interdisciplinary 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 group instruction Visual aids Additional help Manipulatives Study guides Peer tutors Small group instruction Additional help

Science, Technology, & Society –Grade 11/12, L2-3 Page 10 of 18 04/06/18 Essential Question, Concept or Theme: 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. Summarize and analyze the impact of 1. Teacher observation of class Standard science lab equipment/ facilities See comprehensive 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 moral beliefs assessment: lab activity/ activities Videos available through RTMSD and a. Explain what genetic engineering is 2. Teacher observation, Performance DCIU and how organisms are genetically assessment: lab activities, 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 simulated 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) evidence 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 extraction 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 04/06/18 Essential Question, Concept or Theme: 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 Adaptations/Inclusion Multicultural/Interdisciplinary Enrichment Strategies Remediation Strategies Techniques Connection E. General adaptations for all themes may Participate in a college 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 group instruction Visual aids Additional help Manipulatives Study guides Peer tutors Small group instruction Additional help

Science, Technology, & Society –Grade 11/12, L2-3 Page 12 of 18 04/06/18 Essential Question, Concept or Theme: 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. Summative objective test, Performance Standard science lab equipment/ facilities See comprehensive 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. Summative objective test, Performance Videos available through RTMSD and own construction assessment: Lab activities 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 components 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 motion String/ yarn/ twine b. Define and explain 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 04/06/18 Essential Question, Concept or Theme: 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/Interdisciplinary 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 from 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 group instruction Visual aids Additional help Manipulatives Study guides Peer tutors Small group instruction Additional help

Science, Technology, & Society –Grade 11/12, L2-3 Page 14 of 18 04/06/18 Essential Question, Concept or Theme: G. Ecology Issues: Waste, Water & Human 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 comprehensive instructional 1. Discuss the impacts of water use and 1. Teacher observation, summative ChemCom text and resources plan in Section A. pollution on potable water supplies objective test, performance Environmental text and resources a. Describe the main sources of potable water assessment: lab activity, written Standard science lab equipment/ facilities supplies, and explain why freshwater is often assignments Internet in short supply 2. Written assignments, summative Library resources b. Compare point and non-point pollution objective test Videos available through RTMSD and DCIU c. Classify pollution 3. Written assignments, summative Teacher generated labs, activities, and projects d. Assess the risks and benefits of standard objective test, activity assessment Plastic bins water treatments Possible field trips to waste water treatment e. Evaluate the risk of contamination in our facility, sanitary landfill, and power plant 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. Explain the four prong approach to waste management (source reduction, recycling, resource recovery, and landfilling) b. Explain how most municipal 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 human population growth a. Explain why human population growth has exploded b. Discuss problems stemming from 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 04/06/18 Essential Question, Concept or Theme: G. Ecology Issues; Waste, Water, & Human 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/Interdisciplinary 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 Volunteer at local environmental center Those adaptations listed in the students’ Preferential seating Assist students involved with Penncrest’s IEP Use of organizers Envirothon or Science Olympiad 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 group instruction Visual aids Additional help Manipulatives Study guides Peer tutors Small group instruction Additional help

Science, Technology, & Society –Grade 11/12, L2-3 Page 16 of 18 04/06/18 Essential Question, Concept or Theme: 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 comprehensive 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 04/06/18 Essential Question, Concept or Theme: 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/Interdisciplinary 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 group instruction Visual aids Additional help Manipulatives Study guides Peer tutors Small group instruction Additional help

Science, Technology, & Society –Grade 11/12, L2-3 Page 18 of 18 04/06/18