Course Profile Integrated Technologies, Grade 9 open, Catholic

Unit 6: Impact and Consequences

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 10 hours

Unit Developer(s): Roy Parteno

Development Date: May 1999

Unit Description

Technology is a precious resource when placed at the service of man and promotes his integral development for the benefit of all. This unit requires the students become aware of the social consequences of technology and identify the positive and negative impacts of technology on the environment. Students are involved in a group project that involves examination, research, and presentation of an impact of technology and possible solutions. Students also do individual technology career research that is informally shared with the class.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations: 1d, 1i, 2b, 2c, 3b, 3c, 4e, 4g, 5b, 5c.

Strand(s): Theory and Foundation; Skills and Processes; Impact and Consequences

Overall Expectations: TFV.02, TFV.03, TFV.04, SPV.03, ICV.02, ICV.03, ICV.04.

Specific Expectations: TF1.03, TF1.04, SP1.01, SP1.03, SP1.04, SP1.05, SP1.07, IC1.03, IC1.04, IC1.05, IC1.06.

Activity Titles (Time + Sequence)

Activity 1	Introduction to Assignment and Presentation	60 minutes
Activity 2	Research: Social Consequences of Technology and Effects of Technology on the Environment	120 minutes
Activity 3	Research: My Possible Technology Career Paths	150 minutes
Activity 4	Preparation of Presentations	150 minutes
Activity 5	Class Presentations	180 minutes

Unit Planning Notes

The unit requires students to: (i) identify a possible career path in the technology field; (ii) do an analysis of a social consequence of the technology introduced in each of the units and identify a positive and negative impact of the technology introduced in each of the units; (iii) use technology to do a presentation on a topic from either (i), (ii), or (iii). Opportunities should be taken to introduce the Church’s teachings on the identified issues.

Prior Knowledge Required

Students gain expertise in the use of a variety of technologies as they progress through the unit. This knowledge is required to do the presentation. Students are required to have basic writing, organizational, and research skills.

Teaching/Learning Strategies

Through an inquiry approach, students are involved in a process of guided research about the issues identified in the assignment. Students should be provided with a wide variety of research tools using technology (i.e., access to the Internet, research CD-ROMs, etc.). Teachers use student-teacher conferencing to assist students in their inquiry and preparation for presentation.

Assessment/Evaluation

Students are assessed using various tools including conferences, proposals, reports, and passive and full class presentation. The presentation is a performance assessment of the student as he/she uses technology learned to present on the required topic.

Resources

Print

Note: The print resources listed here are intended for teacher reference as opposed to classroom use. These references, in addition to consultations with the school chaplain, provide a strong basis for referencing the teachings of the church.

The Sacred Congregation for Catholic Education: Lay Catholics in Schools: Witnesses to Faith, Vatican Translation

The Synodal Document on the Justice in the World, November, 1971

Encyclical Letter of His Holiness Pope Paul VI on the Development of Peoples, Populorum Progressio.

Catechism of the Catholic Church, Canadian Conference of Catholic Bishops

Computer Software

Internet access software

OESS software

Variety of CDs for research purposes

Presentation software

Activity 1: Introduction to Assignment and Presentation

Time: 60 minutes

Description

Students explore a plan to research the social and environmental consequences of technology. They form groups and use software tools of their choice to construct and deliver a computer presentation of their findings at the end of the unit. Students discuss and make suggestions towards a class presentation rubric.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE 1I - integrates faith with life;

CGE 4e - sets appropriate goals and priorities in school, work, and personal life.

Strand(s): Theory and Foundations, Impact and Consequences

Overall Expectations: TFV.02, TFV.03, ICV.02, ICV.03.

Specific Expectations: TF1.03, TF1.04, IC1.05.

Planning Notes

· Make an inventory of school-based research resources.

· Review local standards or guides for class presentations.

· Define the necessary criteria for a successful research proposal.

· Draft a presentation rubric that could be used for peer evaluation.

Prior Knowledge Required

· use of classroom tool software

· research skills

Teaching Learning Strategies

Students will:

· explore a plan to research the social and environmental consequences of technology;

· review guidelines and expectations for both the research and the presentation;

· discuss and develop a rubric to be used for project evaluation (sample Appendix 6.4);

· settle on a topic choice;

· plan research and assign tasks to team members;

· outline the resulting class presentation;

· decide on the medium for the class presentation.

The teacher will:

· outline the format and expectations of the research and presentation;

· present an open-ended format that students look at as an opportunity to propose a solution to a social/environmental problem (e.g., manufacturing and water pollution) related to technology or examine a technology and project its future impact (e.g., required auto emission testing);

· review available in-school resources such as those from the school library/resource centre;

· demonstrate and discuss presentation methods and equipment that could be used;

· outline several samples of the use of technology and its affects on society and the environment;

· involve students in discussion of Catholic social teaching and the use of technology;

· challenge students to relate the technology used in the course to information they are collecting about the use of technology in society.

Assessment/Evaluation

· Formative assessment in the form of a roving conference to discuss research progress with small groups (Appendix 6.1 - Checklist)

· Summative assessment of the research proposal (Appendix 6.1 - Rubric)

Accommodations

· Provide adaptive physical devices (e.g., specially designed keyboards) for identified students.

· Provide application software instruction as needed.

· Assist in the formation of groups to facilitate a buddy system for research and presentation.

Resources

Software

current Ministry of Education licensed software

Print

local research guides

newspapers and periodicals

school library/resource centre materials

Activity 2: Research: Social Consequences of Technology and Effects of Technology on the Environment

Time: 120 minutes

Description

Students research their assigned/chosen topic area and conference with the teacher about their progress.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE 2b - reads, understands, and uses written materials effectively;

CGE 3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

Strand(s): Skills and Processes, Impact and Consequences

Overall Expectations: ICV.02.

Specific Expectations: SP1.03, SP1.05, IC1.04, IC1.05.

Planning Notes

· Arrange student time in the school library.

· Develop a research/progress checklist for group self-assessment.

Prior Knowledge Required

· research skills

Teaching/Learning Strategies

Students will:

· use available research resources to gather information for their class presentation;

· filter and organize information;

· report progress on assigned research tasks;

· write and submit a summary of important research information and sources.

The teacher will:

· provide opportunities for students to access all available information in the school;

· help students determine what is valid research information;

· assist groups in planning and accomplishing tasks.

Assessment/Evaluation

· Formative assessment in the form of group checklist (Appendix 6.2)

· Formative assessment in the form of roving conferences to discuss research progress with small groups

· Submission of learning logs/journals

· Summative assessment of the written research report (Appendix 6.2)

Accommodations

· Assist students in the filtering of information as needed.

· Work in a buddy system so that students weak in reading can learn and hear research information from group members.

Resources

Software

OESS Software

Print

local research guides

newspapers and periodicals

school library materials

Suzuki, David. The Sacred Balance: Rediscovering our Place in Nature. Melbourne: Allen & Unwin, 1997.

Web Sites

http://www.on.hrdc-drhc.gc.ca/english/lmi/eaid/occ.info/oc20_e.html

Human Resources Development Canada site discusses the impact of new technology on Motor Vehicle Body Repairers

http://www.ec.gc.ca/regeng.html

Environment Canada Green Lane site links to environmental sites across Canada

http://www.gnet.org/

The Global Network of Environment and Technology

http://www.dinf.org/csun_98/csun98_125.htm

Environment Canada's adaptive computer technology (act) program

http://www.ec.gc.ca/biotech/biotechec_e.html

Environment Canada Biotechnology site

Activity 3: Research: My Possible Technology Career Paths

Time: 150 minutes

Description

Students do a strength and interest inventory and relate it to technology and a possible career path. Students prepare some means of passive sharing of information with the class such as a web page or poster.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE 5b - thinks critically about the meaning and purpose of work.

Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences

Overall Expectations: TFV.02, TFV.04, SPV.02, ICV.04.

Specific Expectations: SP1.03, SP1.04, IC1.06.

Planning Notes

· Consult with the student services/guidance department.

· Arrange two or three speakers whose careers are in the technology area to share their education and career paths with the students.

Prior Knowledge Required

· awareness of various technologies and possible careers

Teaching Learning Strategies

Students will:

· listen to guest speakers talk about education and career paths in technology areas;

· link interests to technology careers;

· research career-related information for a field of technology;

· create an end-product that can be shared with the class in an informal presentation such as a poster or web page.

The teacher will:

· organize and facilitate a panel of guest speakers;

· provide students with materials needed for their assignment;

· provide students samples of past work and ideas that they may follow-up;

· demonstrate and discuss presentation methods (web page, poster) and equipment used to create them.

Assessment/Evaluation

· Formative assessment in the form of a roving conference to discuss research progress with individuals

· Summative assessment of the career based end-product (Appendix 6.3)

Accommodations

· Provide application software instruction as needed.

· Provide adaptive physical devices (e.g., specially designed keyboards) for identified students.

· Provide structured assignments for students who require specific instructions.

Resources

Software

OESS software – The Ontario government has licensed:

Career Cruising, a CD-ROM reference guide with information on 145 careers

Career Explorer in CD-ROM and Internet versions. The Internet version features four or five new articles each day featuring career information, skill development, and future trends.

Print

college, university, and private institution course calendars

Government publications such as Horizons (available in the Guidance Department though most moving to electronic format)

Web Sites

edu.gov.on.ca/eng/career

Ministry Career Gateway site designed to help implement Choices into Action and Guidance and Career Education, Grades 9 and 10, 1999

http://www.itac.gov.bc.ca/otherapp.htm

Industry Training and Apprenticeship Commission features links to apprenticeship sites across Canada

http://www.on.hrdc-drhc.gc.ca/english/lmi/eaid/occ.info/cont_e.html

Ontario's Occupational Prospects (1995 to 1997) lists a number of careers related to technological education

www.diversitycareers.com

Diversity Careers in Engineering and Information Processing links to many Canadian and American companies with career and education information

http://www.wiredwoman.com/society/

The Wired Woman Society creates an open environment that encourages women to explore opportunities in Information Technology and build successful careers that allow them to play a positive role in the growth and development of the Information Age.

Activity 4: Presentation Preparation

Time: 150 minutes

Description

Students work in groups and use their information researched in Activity 2 to create a presentation for the class. Students rehearse presentations and practise using any equipment involved.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE 2a - listens actively and critically to understand and learn in light of gospel values;

CGE 2b - reads, understands, and uses written materials effectively.

Strand(s): Skills and Processes, Impact and Consequences

Overall Expectations: SPV.03, ICV.02, ICV.03.

Specific Expectations: SP1.02, SP1.03, SP1.04, IC1.04, IC1.05.

Planning Notes

· Distribute copies of the Appendix 6.4 – Social/Environmental Impact Presentation Rubric.

· Post the presentation schedule.

· Review classroom behaviour expectations for class presentations.

· Arrange to have all necessary equipment in the room for students to test.

Prior Knowledge Required

· use of media equipment for presentations

Teaching/Learning Strategies

Students will:

· complete presentations;

· rehearse the presentation.

The teacher will:

· provide students with materials needed for their presentations;

· provide opportunity for students to practise use of any presentation equipment.

Assessment/Evaluation

· Formative assessment in the form of a roving conference to discuss progress with small groups

Accommodations

· Provide application software instruction as needed.

· Suggest alternate presentation models for students who cannot present orally.

Resources

Software

OESS Software Corel Presentations

Web page editing software

Print

local guides to good presentations

software manuals for presentation software

Web Sites

http://www.cusp.com/home.htm

CPS guide to presentations

http://malun1.mala.bc.ca/seeds/ivc/Teach.html

Practical guide to good presentations

Activity 5: Class Presentations

Time: 180 minutes

Description

Students make their presentations to the class and do peer evaluation of other presentations.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.

Strands: Skills and Processes, Impact and Consequences

Overall Expectations: SPV.03, ICV.02, ICV.03, ICV.05.

Specific Expectations: SP1.03, IC1.04, IC1.05.

Planning Notes

· Arrange any special equipment needed for presentations.

· Quickly review use of Appendix 6.4 – Social/Environmental Impact Presentation Rubric for peer evaluation.

Prior Knowledge Required

use of presentation equipment

Teaching/Learning Strategies

Students will:

· make presentations;

· use the rubric to evaluate other groups (sample provided in Appendix 6.4 or class-developed from Activity 1);

· participate in class discussion of the presentation material.

The teacher will:

· facilitate the presentations and their marking with the rubric;

· involve students in related class discussion (time permitting);

· collect and collate rubrics.

Assessment/Evaluation

· a summative assessment of the presentation that combines teacher and student feedback using a class created rubric or Appendix 6.4.

Accommodations

· Modify the presentation rubric for students who require an alternate mode of presentation.

Resources

Software

OESS software including presentation software

Internet browser for live hook-ups during the presentation

Print

local (school) presentation guidelines

Appendix 6.1

Student Checklist for Roving Conferences

Question	Yes	No
Has the group defined a challenge or topic area?
Can the group describe the related technology and/or how the technology is related to the topic?
Can the group describe a research plan?
Has the group defined roles for the members?
Can the group describe how Catholic teaching may relate to their challenge/topic?

Research Proposal Report Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Knowledge/ Understanding TFV.02	- demonstrates little ability to identify ways to research and present topic	- demonstrates some ability to identify ways to research and present topic	- demonstrates considerable ability to identify ways to research and present topic	- demonstrates exceptional ability to identify ways to research and present topic
Knowledge/ Understanding TFV.03, TF1.04	- demonstrates little understanding of how to evaluate projects and construct rubrics	- demonstrates some understanding of how to evaluate projects and construct rubrics	- demonstrates considerable understanding of how to evaluate projects and construct rubrics	- demonstrates exceptional understanding of how to evaluate projects and construct rubrics
Thinking/ Inquiry ICV.02,IC1.03, IC1.05	- demonstrates limited ability to relate technology to social/ environmental concerns	- demonstrates some ability to relate technology to social/ environmental concerns	- demonstrates considerable ability to relate technology to social/ environmental concerns	- demonstrates exceptional ability to relate technology to social/ environmental concerns
Thinking/ Inquiry SP1.01, CGE4.e	- demonstrates little ability to set goals and priorities in a project environment	- demonstrates some ability to set goals and priorities in a project environment	- demonstrates considerable ability to set goals and priorities in a project environment	- demonstrates exceptional ability to set goals and priorities in a project environment
Communication TF1.03	- demonstrates limited ability to describe ideas	- demonstrates some ability to describe ideas	- demonstrates considerable ability to describe ideas	- demonstrates high ability to describe ideas
Application CGE1.d, 1.i	- demonstrates limited ability to relate Catholic teaching to technology and topic area	- demonstrates some ability to relate Catholic teaching to technology and topic area	- demonstrates considerable ability to relate Catholic teaching to technology and topic area	- demonstrates high ability to relate Catholic teaching to technology and topic area

Comments

Appendix 6.2

Student Checklist for Research Activity

Question	Yes	No
Has the group found information on their topic?
Is the group interpreting the information correctly?
Can the group relate a technology to the social/environmental impact?
Does the group have a method of determining if the research is valid?
Are all members involved in the research and sharing of information?
Is the group ready to move on to using the information to design the presentation?

Research Report Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Knowledge/ Understanding SP1.07, IC1.04	- selection of material demonstrates little knowledge of environmental, ecological, and social considerations related to the use of technologies	- selection of material demonstrates some knowledge of environmental, ecological, and social considerations related to the use of technologies	- selection of material demonstrates considerable knowledge of environmental, ecological, and social considerations related to the use of technologies	- selection of material demonstrates exceptional knowledge of environmental, ecological, and social considerations related to the use of technologies
Thinking/ Inquiry ICV.03, IC1.05	- demonstrates little ability to identify the impact of technology on society	- demonstrates some ability to identify the impact of technology on society	- demonstrates considerable ability to identify the impact of technology on society	- demonstrates exceptional ability to identify the impact of technology on society
Thinking/ Inquiry CGE3b,3c	- demonstrates little ability to evaluate research information and ideas	- demonstrates some ability to evaluate research information and ideas	- demonstrates considerable ability to evaluate research information and ideas	- demonstrates exceptional ability to evaluate research information and ideas
Communication SP1.03, CGE2b	- demonstrates limited ability to share information in written report format	- demonstrates some ability to share information in written report format	- demonstrates considerable ability to share information in written report format	- demonstrates exceptional ability to share information in written report format
Application SPV.02, SP1.05	- demonstrates limited ability to use software in the research process	- demonstrates some ability to use software in the research process	- demonstrates considerable ability to use software in the research process	- demonstrates exceptional ability to use software in the research process
Application IC1.05	- relates technologies to their impact with limited of effectiveness	- relates technologies to their impact with some effectiveness	- relates technologies to their impact with considerable effectiveness	- relates technologies to their impact with a high degree of effectiveness

Appendix 6.3

Career Research Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Knowledge/ Understanding ICV.04, IC1.06	- demonstrates limited ability to identify technology-based careers	- demonstrates some ability to identify technology-based careers	- demonstrates considerable ability to identify technology-based careers	- demonstrates exceptional ability to identify technology-based careers
Knowledge/ Understanding ICV.04	- demonstrates little ability to describe educational requirements of selected careers	- demonstrates some ability to describe educational requirements of selected careers	- demonstrates considerable ability to describe educational requirements of selected careers	- demonstrates exceptional ability to describe educational requirements of selected careers
Knowledge/ Understanding TFV.04	- describes few technological activities supported by computer and information technology	- describes some technological activities supported by computer and information technology	- describes a number of technological activities supported by computer and information technology	- describes a thorough list of technological activities supported by computer and information technology
Thinking/ Inquiry TFV.02	- demonstrates little ability to investigate methods of communicating ideas	- demonstrates some ability to investigate methods of communicating ideas	- demonstrates considerable ability to investigate methods of communicating ideas	- demonstrates exceptional ability to investigate methods of communicating ideas
Thinking/ Inquiry CGE5b	- demonstrates little ability to think critically about the meaning and purpose of work	- demonstrates some ability to think critically about the meaning and purpose of work	- demonstrates considerable ability to think critically about the meaning and purpose of work	- demonstrates exceptional ability to think critically about the meaning and purpose of work
Communication SP1.03, SP1.04	- demonstrates little ability to share information using media tools and a variety of technologies	- demonstrates some ability to share information using media tools and a variety of technologies	- demonstrates considerable ability to share information using media tools and a variety of technologies	- demonstrates exceptional ability to share information using media tools and a variety of technologies
Communication CGE2c	- demonstrates limited ability to present ideas clearly and honestly	- demonstrates some ability to present ideas clearly and honestly	- demonstrates considerable ability to present ideas clearly and honestly	- demonstrates exceptional ability to present ideas clearly and honestly
Application IC1.06	- demonstrates little understanding of how technology affects selected careers	- demonstrates some understanding of how technology affects selected careers	- demonstrates considerable understanding of how technology affects selected careers	- demonstrates thorough understanding of how technology affects selected careers

Appendix 6.4

Social/Environmental Impact Presentation Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Knowledge/ Understanding ICV.02, IC1.04	- demonstrates little knowledge of environmental, ecological, or social considerations of technology	- demonstrates some knowledge of environmental, ecological, or social considerations of technology	- demonstrates considerable knowledge of environmental, ecological, or social considerations of technology	- demonstrates exceptional knowledge of environmental, ecological, or social considerations of technology
Thinking/ Inquiry ICV.03, ICV.05	- demonstrates little understanding of how technology impacts life at home, work, and school from a scientific perspective	- demonstrates some understanding of how technology impacts life at home, work, and school from a scientific perspective	- demonstrates considerable understanding of how technology impacts life at home, work, and school from a scientific perspective	- demonstrates exceptional understanding of how technology impacts life at home, work, and school from a scientific perspective
Communication SPV.03, SP1.03	- demonstrates little ability to use media tools in a formal presentation setting	- demonstrates some ability to use media tools in a formal presentation setting	- demonstrates considerable ability to use media tools in a formal presentation setting	- demonstrates exceptional ability to use media tools in a formal presentation setting
Communication CGE2c	- demonstrates limited ability to present ideas clearly and honestly	- demonstrates some ability to present ideas clearly and honestly	- demonstrates considerable ability to present ideas clearly and honestly	- demonstrates exceptional ability to present ideas clearly and honestly
Application IC1.05	- demonstrates little ability to relate technology to changes in people’s lives	- demonstrates some ability to relate technology to changes in people’s lives	- demonstrates considerable ability to relate technology to changes in people’s lives	- demonstrates thorough ability to relate technology to changes in people’s lives

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