STEM COURSE BLUEPRINT For: Technology Systems______

Interpretation of Columns on EbD™ STEM Course Blueprints

No. / Heading / Column information
1 / STL
Standard/
Benchmark / The standard and benchmark addressed from Standards for Technological Literacy (e.g., 1A). The primary source is the appropriate column in the Standards Responsibility Matrix.
2 / STL
Depth of Coverage / This is a number from 1-4, with 4 representing the greatest depth of coverage, a benchmark that is addressed to sufficient depth that it must be assessed. The primary source is the appropriate column in the Standards Responsibility Matrix. In the instance of additional benchmarks that are not represented in the Standards Responsibility Matrix, authors should indicate the appropriate depth number based upon how the course is written.
3 / CCSM Standard, Domain, and Cluster / The Middle School Common Core Standards for Mathematics (CCSM) designation is derived from Common Core Standards for Mathematics (NGA & CCSSO, 2010). It is a combination of numbers and letters (e.g., S-MD.5.) from that document.
4 / CCSM Depth of Coverage / This is a number from 1-4, with 4 representing the greatest depth of coverage, a benchmark that is addressed to sufficient depth that it must be assessed. Mathematics. Authors should indicate the appropriate depth number based upon how the course is written.
5 / CCELA Standard, Domain, Cluster / The Middle School Common Core Standards for English Language Arts (CCSELA) designation is derived from Common Core Standards for English Language Arts (NGA & CCSSO, 2010). It is a combination of numbers and letters (e.g., SL.11-12.1) from that document.
6 / CCELA Depth of Coverage / This is a number from 1-4, with 4 representing the greatest depth of coverage, a benchmark that is addressed to sufficient depth that it must be assessed.
7 / AAAS Standard / The Middle School National Science Standard/Enabling Statement designation is derived from National Science Standards (National Research Council,1996). It will be a combination of numbers and letters (e.g., 1A) from the Science Standards Matrix.
8 / AAAS Depth of Coverage / This is a number from 1-4, with 4 representing the greatest depth of coverage, a benchmark that is addressed to sufficient depth that it must be assessed. Mathematics. Authors should indicate the appropriate depth number based upon how the course is written.
9 / Unit Titles and Objective Statements / Statements of unit titles and specific objective. Each objective begins with an action verb and makes a complete sentence when combined with the stem:
“Students will learn to. . .” (The stem appears once in Column 7.) Outcome behavior in each objective statement is denoted by the verb plus its object.
10 / Course Weight / Shows the relative importance of each objective and unit. Course weight is used to help determine the percentage of total class time that is spent on each objective.
11 / RBT
Designation / Classification of outcome behavior in competency and objective statements in Dimensions according to the Revised Bloom’s Taxonomy. (Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create) (Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge)

STEM COURSE BLUEPRINT for: Technology Systems, Third Edition

Recommended Hours of Instruction: 67 hours + 23 Enrichment

STL / CCSM / CCSELA / AAAS /
STL
Standard/
Benchmark / STL
Depth of Coverage / CCSM
Standard/
Enabling
Stmt. / CCSM
Depth of Coverage / CCSELA
Standard/
Enabling
Stmt. / CCSELA
Depth of Coverage / AAAS
Chapter/
Section/
Grade / AAAS
Depth of Coverage / Unit Titles and Objective Statements
(Students will learn to) / Course Weight
(Total = 100%) / RBT
Designation /
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 7 / 9 / 10 /
N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / Unit 1:Technological Systems: How They Work / 15 /
1F / 4 / 7.EE / 4 / RST.
6-8.3 / 4 / 3A/M3 / 4 / Design a product or system to solve a problem or help to do things that could not be done without the help of technology. / 3% / 6 /
2M / 3 / RST.
6-8.7 / 4 / 3B/M3a / 4 / Interpret input, processes, output and feedback as related to a technological system. / 3% / 3 /
2N / 3 / 7.G / 3 / 11A/M2 / 4 / Choose a technological system, and then report the relationship of its parts. / 2% / 2 /
2O / 4 / RST.
6-8.1 / 4 / Defend the meaning of an open-loop system as having no feedback and requiring human intervention and a closed-loop system that uses feedback. / 2% / 5 /
2R / 4 / 7.RP1 / 4 / 3B/M1 / 3 / Identify requirements that are placed on the development of a system. / 2% / 2 /
7E / 4 / 7.RP3 / 3 / Illustrate how the design and construction of structures for service or convenience have evolved from the development of techniques for measurement, controlling systems, and the understanding of spatial relationships. / 2% / 3 /
10G / 2 / 3C/M2 / 2 / Differentiate invention as a process of turning ideas and imagination into devices and systems. Differentiate innovation as the process of modifying an existing product or system to improve it. / 1% / 4 /
N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / Unit 2: Technological Systems: Issues and Impacts / 11 /
1I / 3 / 1C/M3 / 2 / Illustrate an example of how marketing and advertising can create demand of a product. / 2% / 3 /
4E / 3 / 8.F5 / 4 / RST.
6-8.9 / 3 / 3B/M2a / 2 / Evaluate the use of different products and systems then compare and contrast the desirable and undesirable consequences. / 2% / 5 /
5D / 3 / RST.
6-8.1 / 4 / 3B/M1 / 3 / Explain that the management of waste produced by technological systems is an important societal issue. / 2% / 2 /
5E / 4 / 8.EE4 / 3 / RST.
6-8.3 / 4 / Design a technology that can be used to repair damage caused by natural disasters or to break down waste from the use of various products or systems. / 2% / 6 /
5F / 2 / RST.
6-8.1 / 4 / 3B/M2b / 4 / Explain how decisions to develop and use technologies can put environmental and economic concerns in competition with each other. / 2% / 2 /
6F / 2 / 1C/M1 / 2 / Describe instances where social and cultural priorities are reflected in technological devices. / 1% / 2 /
N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / Unit 3: Technological System Interaction / 17 /
2P / 4 / 7.G1 / 4 / RST.
6-8.3 / 4 / 11A/M3 / 4 / Design a product or system that connects two or more technological systems. / 3% / 6 /
2Q / 4 / 8E/M3 / 3 / Describe how a malfunction of a system can affect function and quality of the system. / 2% / 2 /
2T / 3 / 8.EE / 3 / Compare the processes of two or more different technologies. / 2% / 4 /
3D / 4 / 11A/M5 / 2 / Demonstrate the interaction between two or more technological systems. / 2% / 3 /
3E / 4 / 7.G1 / 4 / RST.
6-8.3 / 4 / Design or develop a product, system, or environment and explain how it may be applied to another setting. / 3% / 6 /
3F / 4 / RST.
6-8.1 / 4 / 1C/M1 / 3 / Explain that knowledge gained from other fields of study has a direct effect on the development of technological products and systems. / 2% / 2 /
11L / 2 / 8.F / 3 / RST.
6-8.3 / 1C/M3 / 3 / Develop a product or system and document the solution. / 3% / 6 /
N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / Unit 4: Maintaining Technological Systems / 14 /
2V / 4 / 11C/M3 / 4 / Explain controls as mechanisms or steps that people perform using information about the system that causes the system to change. / 2% / 2 /
2U / 4 / RST.
6-8.3 / 4 / Design a set of instructions for maintenance on a technological system. / 2% / 6 /
12I / 4 / 8.EE / 4 / Demonstrate safe use of tools, materials, and machines to diagnose, adjust, and repair systems. / 2% / 3 /
12H / 3 / RST.
6-8.2 / 2 / 12D/M3 / 2 / Evaluate information provided in manuals, protocols, or by experienced people for clarity of how the technology works. / 2% / 5 /
12K / 4 / 8.F5 / 4 / RST.
6-8.3 / 4 / 11B/M3 / 3 / Design a technological system then test and evaluate its operation for its given purpose. / 3% / 6 /
10F / 4 / 3B/M4a / 2 / Demonstrate trouble-shooting as a problem-solving method used to identify the cause of a malfunction in a technological system. / 3% / 3 /
N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / Unit 5: Technological Systems in the Designed World / 24 /
14I / 4 / RST.
6-8.1 / 3 / 6A/M6 / 3 / Explain the requirements of specialized technologies to support environments in which sufficient amounts of vaccines are produced. / 2% / 2 /
14J / 4 / 7.NS / 3 / RST.
6-8.9 / 2 / 1C/M1 / 2 / Differentiate examples of genetic engineering modifying the structure of DNA to produce novel genetic make-ups. / 2% / 4 /
15G / 4 / RST.
6-8.8 / 3 / 8A/M2 / 2 / Distinguish types of specialized equipment and practices used to improve the production of food, fiber, fuel, and other useful products and in the care of animals. / 2% / 4 /
16F / 4 / 4E/M4 / 2 / Identify examples of energy used to do work. / 2% / 2 /
16H / 4 / 8.SP / 4 / RST.
6-8.3 / 4 / Evaluate power systems that are used to drive and provide propulsion to other technological products and systems. / 2% / 5 /
17H / 4 / RST.
6-8.3 / 4 / Demonstrate the transfer of information and communication systems from human to human, human to machine, and machine to human. / 2% / 3 /
17I / 4 / RST.
6-8.3 / 4 / Develop a simple communication system that includes a source, encoder, transmitter, receiver, decoder, and destination. / 3% / 6 /
19H / 4 / RST.
6-8.3 / 4 / 8B/M2 / 3 / Apply the manufacturing process including designing, development, making, and servicing of products and systems. / 2% / 3 /
20G / 4 / 6.G / 4 / RST.
6-8.3 / 4 / Design a structure resting on a foundation. / 2% / 6 /
20H / 4 / RST.
6-8.7 / 4 / Illustrate that some structures are temporary and that some are permanent. / 2 / 3 /
20I / 4 / 6.G / 3 / RST.
6-8.3 / 4 / 11A/M3 / 4 / Design a structure and identify its subsystems. / 3% / 6 /
N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / Unit 6: Space Transportation Systems: Re-Shooting the Moon / 19 /
8E / 3 / 7.G / 3 / RST.
6-8.3 / 4 / 3B/M1 / 4 / Construct a useful product or system that demonstrates design as a creative planning process. / 2% / 6 /
12J / 2 / 7.EE / 4 / 1C/M6 / 4 / Resolve technological issues or malfunctions using computers or calculators. / 2% / 4 /
18F / 3 / RST.
6-8.7 / 3 / Explain transportation technologies as transporting people and goods involving a combination of individuals and vehicles. / 2% / 2 /
18G / 4 / 7.G2 / 4 / RST.
6-8.3 / 4 / 3A/M3 / 3 / Design a transportation system that is made up of subsystems, such as structural, propulsion, suspension, guidance, control, and support, that functions together to work efficiently. / 3% / 6 /
18I / 4 / 7.EE / 3 / RST.
6-8.3 / 4 / Illustrate the processes necessary to run an entire transportation system efficiently, such as receiving, holding, storing, loading, moving, unloading, delivering, evaluating, marketing, managing, communicating, and using. / 2% / 3 /
13F / 4 / 7.G / 3 / RST.
6-8.3 / 4 / 3A/M2 / 3 / Demonstrate the use of instruments to gather data. / 2% / 3 /
13G / 4 / 7.EE / 3 / Analyze and interpret data trends to identify the positive and negative effects of a technology. / 2% / 4 /
13H / 4 / 7.NS / 4 / 3B/M2a / 3 / Identify trends and monitor potential consequences of technological development. / 2% / 2 /
13I / 4 / 7.GB / 3 / RST.
6-8.5 / 3 / Interpret and evaluate the accuracy of the information obtained and determine if it is useful. / 2% / 3,4 /