|
ICE-9
Lesson |
Grade
Level |
Content
Area |
Focus within Area |
Std # |
Description of Standard |
Connection Between Standard and ICE-9 |
|
0 |
5 |
English-Language Arts |
Reading |
2.3 |
Discern main ideas and concepts presented in texts, identifying and
assessing evidence that supports those ideas. |
Nanotechnology essay. This two-page reading on nanotechnology gives an
overview of the emerging technology of manipulating molecules. Without
referring to the ICE-9 questions, it answers them, giving background on
nanotechnology, how it is changing, what its costs & benefits are, and how
we evaluate it. This wide-ranging material provides fertile ground for
students to discern concepts, identify and assess evidence, and and relate
this to other sources. Because nanotechnology promise science fiction magic
in our future, students may be particularly engaged. |
|
0 |
5 |
English-Language Arts |
Reading |
2.4 |
Draw inferences, conclusions, or generalizations about text and support them
with textual evidence and prior knowledge. |
Nanotechnology essay. This two-page reading on nanotechnology gives an
overview of the emerging technology of manipulating molecules. Without
referring to the ICE-9 questions, it answers them, giving background on
nanotechnology, how it is changing, what its costs & benefits are, and how
we evaluate it. This wide-ranging material provides fertile ground for
students to discern concepts, identify and assess evidence, and and relate
this to other sources. Because nanotechnology promise science fiction magic
in our future, students may be particularly engaged. |
|
0 |
5 |
English-Language Arts |
Writing |
2.4 |
Write persuasive letters or compositions: (a) State a clear position in
support of a proposal. (b) Support a position with relevant evidence. (c)
Follow a simple organizational pattern. (d) Address reader concerns. |
Based on the two-page nanotechnology reading, students write a persuasive
speech to the United Nations, making the case for or against development of
nanotechnology. Evidence can be drawn from both the reading and student's
experience. This is conducted both as a pre-test and a post-test. In the
post-test, ICE-9 may emerge as a useful structure for the student's
composition. |
|
0 |
6 |
English-Language Arts |
Reading |
2.3 |
Connect and clarify main ideas by identifying their relationships to other
sources and related topics. |
Nanotechnology essay. This two-page reading on nanotechnology gives an
overview of the emerging technology of manipulating molecules. Without
referring to the ICE-9 questions, it answers them, giving background on
nanotechnology, how it is changing, what its costs & benefits are, and how
we evaluate it. This wide-ranging material provides fertile ground for
students to discern concepts, identify and assess evidence, and and relate
this to other sources. Because nanotechnology promise science fiction magic
in our future, students may be particularly engaged. |
|
0 |
6 |
English-Language Arts |
Writing |
2.5 |
Write persuasive compositions: (a) State a clear position on a proposition
or proposal. (b) Support the position with organizaed and relevant evidence.
(c) Anticipate and address reader concerns and counterarguments. |
Based on the two-page nanotechnology reading, students write a persuasive
speech to the United Nations, making the case for or against development of
nanotechnology. Evidence can be drawn from both the reading and student's
experience. This is conducted both as a pre-test and a post-test. In the
post-test, ICE-9 may emerge as a useful structure for the student's
composition. |
|
0 |
7 |
English-Language Arts |
Reading |
2.0 |
Students read and understand grade-level-appropriate material. They
describe and connect the essential ideas, arguments, and perspectives of the
text by using their knowledge of text structure, organization, and purpose. |
Nanotechnology essay. This two-page reading on nanotechnology gives an
overview of the emerging technology of manipulating molecules. Without
referring to the ICE-9 questions, it answers them, giving background on
nanotechnology, how it is changing, what its costs & benefits are, and how
we evaluate it. This wide-ranging material provides fertile ground for
students to discern concepts, identify and assess evidence, and and relate
this to other sources. Because nanotechnology promise science fiction magic
in our future, students may be particularly engaged. |
|
0 |
7 |
English-Language Arts |
Writing |
2.4 |
Write persuasive compositions: (a) State a clear position in support of a
proposition or proposal. (b) Describe the points in support of the position,
employing well-articulated evidence. (c) Anticipate and address reader
concerns and counterarguments. |
Based on the two-page nanotechnology reading, students write a persuasive
speech to the United Nations, making the case for or against development of
nanotechnology. Evidence can be drawn from both the reading and student's
experience. This is conducted both as a pre-test and a post-test. In the
post-test, ICE-9 may emerge as a useful structure for the student's
composition. |
|
0 |
8 |
English-Language Arts |
Reading |
2.0 |
Students read and understand grade-level-appropriate material. They
describe and connect the essential ideas, arguments, and perspectives of the
text by using their knowledge of text structure, organization, and purpose. |
Nanotechnology essay. This two-page reading on nanotechnology gives an
overview of the emerging technology of manipulating molecules. Without
referring to the ICE-9 questions, it answers them, giving background on
nanotechnology, how it is changing, what its costs & benefits are, and how
we evaluate it. This wide-ranging material provides fertile ground for
students to discern concepts, identify and assess evidence, and and relate
this to other sources. Because nanotechnology promise science fiction magic
in our future, students may be particularly engaged. |
|
0 |
8 |
English-Language Arts |
Writing |
2.4 |
Write persuasive compositions: (a) Include a well-defined thesis (i.e., one
that makes a clear and knowledgeable judgment). (b) Present detailed
evidence, examples, and reasoning to support arguments, differentiating
between facts and opinions. (c) Provide details, reasons, and examples,
arranging them effectively by anticipating reader concerns and
counterarguments. |
Based on the two-page nanotechnology reading, students write a persuasive
speech to the United Nations, making the case for or against development of
nanotechnology. Evidence can be drawn from both the reading and student's
experience. This is conducted both as a pre-test and a post-test. In the
post-test, ICE-9 may emerge as a useful structure for the student's
composition. |
|
0 |
10 |
History-Social Science |
World History, Culture, & Geography: The Modern World |
10.3.2 |
Examine how scientific and technological changes and new forms of energy
brought about massive social, economic, and cultural change (e.g., the
inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis
Pasteur, Thomas Edison). |
Massive social, economic, and cultural change strains the capability of
people to adapt. Unlike plants and animals adapting to new environments,
humans have intellect, which makes them highly flexible. Applying our
intelligence requires that we understand the situation we're in; how do you
think the people who lived during the Industrial Revolution understood the
changes taking place? Given the great advantage of looking back on the era,
so you know what happened and can read various analyses, how would you
understand the scientific and technological changes? Try using the template
of questions from KnowledgeContext to understand the new developments. For
each technology invented, answer questions such as why do we use it, where
did it come from, how does it work, and how does it change us. How might
practicing on the Industrial Revolution help us better understand the
massive changes occurring in our own Information Revolution? Analogies,
including historical parallels, often illuminate complex issues. |
|
0 |
12 |
History-Social Science |
Principles of Economics |
12.4.2 |
Describe the current economy and labor market including the types of goods
and services produced, types of skills workers need, the effect of rapid
technological change, and the impact of international competition. |
Labor is tied to the technology of work. In ancient times that technology
changed very slowly. Stone tools and, later, the plow were the same for
parent, child, and grandchild. The Industrial Revolution accelerated
change, introducing new occupations and eliminating old ones. As disruptive
as that was, changes occurred every few generations. Current technology is
evolving and changing the market for labor in a matter of years, just a
fraction of a single generation. This values skills for adapting to change
and reduces in value skills for operating specific technology, which has
dwindling life span. Adapting to change requires conceptual and contextual
understanding. It requires critical thinking skills as more and more manual
labor is exported internationally to lesser-developed countries with much
lower labor costs. |
|
0 |
8-12 |
Mathematics |
Geometry |
22 |
Students know the effect of rigid motions on figures in the coordinate plane
and space, including rotations, translations, and reflections. |
Leverage. Given the type of lever and the position of the fulcrum,
calculate the path of one end of a lever given movement of the other. Given
that an ideal lever can neither consume nor perform work, calculate how much
a lever multiplies your strength (force) compared to how much it divides (or
fractionally multiplies) the distance you move it. |
|
1 |
5 |
English-Language Arts |
Reading |
1.4 |
Know abstract, derived roots and affixes from Greek and Latin and use this
knowledge to analyze the meaning of complex words (e.g.,
controversial). |
What is technology? One answer is "tools that extend our abilities."
Knowledge of roots and affixes reveals this definition in our language.
Television is "far seeing;" microscope is "small see;" nanotechnology is
"very small or one billionth technology;" automobile is "self moving;"
locomotive is "from a place moving;" and many more. |
|
1 |
5 |
Science |
Investigation & Experimentation |
6a |
Classify objects (e.g. rocks, plant, leaves) based on appropriate criteria. |
20 Questions classifies technology in the setting of a competitive gameshow,
motivating students to devise an approach to classification and to figure
out what makes a question powerful. |
|
1 |
6 |
History-Social Science |
World History & Geography: Ancient Civilizations |
6.1.1 |
Describe the hunter-gatherer societies, including the development of tools
and the use of fire. |
Development of tools and the use of fire, the first technologies, may have
predated language, so conveying an understanding of them was likely done by
demonstrating their use. (Arthur C. Clarke's 2001 offers a fictional
version, in which an alien artifact imparts an understanding of their use
through some unknown method.) Contrast this non-verbal demonstration with
the approach used in today's schools, where the usage of technology is
conveyed in lecture, books, and on-line tutorials. As technology changes
more rapidly, it becomes more important to understand it as a concept rather
than a specific thing to use. The concepts of technology include patterns
that span the earliest tools, the use of fire, and the most modern “high
tech.” |
|
1 |
7 |
English-Language Arts |
Reading |
1.2 |
Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to
understand content-area vocabulary. |
What is technology? One answer is "tools that extend our abilities."
Knowledge of roots and affixes reveals this definition in our language.
Television is "far seeing;" microscope is "small see;" nanotechnology is
"very small or one billionth technology;" automobile is "self moving;"
locomotive is "from a place moving;" and many more. |
|
1 |
7 |
History-Social Science |
World History & Geography: Medieval & Early Modern Times |
7.3.5 |
Trace the historic influence of such discoveries as tea, the manufacture of
paper, wood block printing, the compass, and gunpowder. |
Technology is often not an object, but a method. Tea was not invented, but
the cultivation and preparation of tea leaves is knowledge that extends our
abilities. The method of wood block printing is more important than a wood
block. The method of manufacturing gunpowder was more important than the
gunpowder itself. One definition of technology is something that extends
our abilities, making something faster, more efficient or safer. Identify
developments in China in the Middle Ages that satisfy this definition. What
advantages did these technologies have over manual methods? How were these
important to the geographic, political, economic, religious, and social
structures? |
|
1 |
7 |
Science |
Life Science |
6i |
Students know how levers confer mechanical advantage and how the application
of this principle applies to the muscoskeletal system. |
Teacher introduces concept of technology with a wooden board and block, used
as a lever and fulcrum to allow a student to lift the teacher off the
floor. Discuss trading force for distance, depending on placement of
fulcrum. Discuss definition of work = force x distance to show that levers
do not change the amount of work performed. |
|
1 |
8 |
Mathematics |
Geometry |
1 |
Students demonstrate understanding by identifying and giving examples of
undefined terms, axioms, theorems, and inductive and deductive reasoning.
|
Induction is elemental to mathematics, science, and preparing for
technological change. Inductive reasoning is introduced in geometry to show
that relationships true for specific geometric shapes are also true for
similar shapes. Scientific experimentation relies on the applicability of
results derived in the laboratory to the Universe in general. Preparing for
technological change is predicated on the application of understanding
gained about specific, current technology to future, yet-to-be-invented
technology. |
|
1 |
11 |
History-Social Science |
US History & Geography: Continuity & Change in the 20th Century |
11.5.7 |
Discuss the rise of mass production techniques, the growth of cities, the
impact of new technologies (e.g., the automobile, electricity), and the
resulting prosperity and effect on the American landscape. |
Technology as hardware, data, and method extends our abilities. Identify
the technologies involved in mass production and growth of cities. What was
the result? How would America of the 1920s be different if those
technologies had not existed? |
|
1 |
5-7 |
Mathematics |
Mathematical Reasoning |
2.2 |
Apply strategies and results from simpler problems to more complex problems. |
In the game of 20 Questions, each yes/no question separates the remaining
possibilities into two groups and eliminates one of them. In a binary
search, the remaining possibilities are divided into two equal groups.
These can be the most powerful questions. If all 20 questions were asked
before any answers given, the number of possibilities that could be
differentiated would be two to the power of 20. Since the answer to each
question can influence the following questions, how many possibilities can
be differentiated? |
|
2 |
5 |
Science |
Investigation & Experimentation |
6f |
Select appropriate tools (e.g., thermometers, meter sticks, balances, and
graduated cyclinders) and make quantitative observations. |
Why do we use technology? One reason is to make quantitative measurements.
What technology do we use for this? How would you classify these
technologies into more specific ways we measure? How would time, weight,
temperature, size, shape, and relationshop map to the technologies we use? |
|
2 |
6 |
History-Social Science |
World History & Geography: Ancient Civilizations |
6.7.8 |
Discuss the legacies of Roman art and architecture, technology and science,
literature, language, and law. |
Roman technology included cement and aqueducts. Research this era for other
technologies and analyze their uses. Common uses for technology are for
communication, medicine, exploration, innovation, shelter, entertainment,
trade, battle, and transportation. Can you find examples of Roman
technology in each of these categories? Are there other categories?] |
|
2 |
6 |
Science |
Earth Science |
4 |
Many phenomena on the Earth's surface are affected by the transfer of energy
through radiation and convection currents. |
Consider technology that relies on these phenomena: sailing ships, water
wheels, hydroelectric dams, windmills. Why do we use these technologies?
Have the reasons changed as the technologies have changed? |
|
2 |
6 |
Science |
Investigation & Experimentation |
7b |
Select and use appropriate tools and technology (including calculators,
computers, balances, spring scales, microscopes, and binoculars) to perform
tests, collect data, and display data. |
Why do we use technology? One reason is to make quantitative measurements.
What technology do we use for this? How would you classify these
technologies into more specific ways we measure? How would time, weight,
temperature, size, shape, and relationshop map to the technologies we use? |
|
2 |
7 |
Science |
Investigation & Experimentation |
7a |
Select and use appropriate tools and technology (including calculators,
computers, balances, spring scales, microscopes, and binoculars) to perform
tests, collect data, and display data. |
Why do we use technology? One reason is to make quantitative measurements.
What technology do we use for this? How would you classify these
technologies into more specific ways we measure? How would time, weight,
temperature, size, shape, and relationshop map to the technologies we use? |
|
2 |
12 |
History-Social Science |
Principles of American Democracy |
12.8.2 |
Describe the role of electronic, broadcast, print media, and the Internet as
means of communication in American politics. |
Communication is basic to American politics and human society as a whole.
Because of this, new technology is continually developed to extend our
ability to communicate. The KnowledgeContext timeline of technological
invention shows the introduction of key communication tools like printing,
radio, TV, and the Internet. What are the common threads in how these
technologies have been used? What changes to American political life have
those technologies developed in recent centuries had? |
|
2 |
12 |
History-Social Science |
Principles of Economics |
12.6.3 |
Understand the changing role of international political borders and
territorial sovereignty in a global economy. |
Communication, trade, and transportation are three reasons we use technology
and they are a force behind the changing role of international political
borders. Consider what technologies have been used for communication,
trade, and transportation and analyze their impact. Recently, e-commerce on
the Internet has dramatically reduced the importance of location for
business. Corporations can be located in almost any country and still
deliver a variety of goods and services anywhere in the world. What other
reasons do we use technology and how have those affected the U.S. and world
economy? |
|
2 |
8-12 |
Mathematics |
Calculus |
21 |
Students understand the algorithms involved in Simpson’s rule and Newton’s
method. They use calculators or computers or both to approximate integrals
numerically. |
Some calculus problems are not solvable using an analytic approach. The
computer's ability to quickly compute numerical solutions is one reason we
use technology. In World War II, the military needed to calculate
trajectories for cannons and anti-aircraft guns. Some of the first
electronic computers were invented to perform these calculations.
Initially, the computers were used behind the lines to calculate numeric
tables, which could be used at the battlefront. Later, computers linked
with radar were deployed on trucks to control anti-aircraft guns. They were
very effective in Britain for shooting down the German rockets headed for
population centers. The rockets were too fast for planes to intercept, so
the only way to save lives of civilians in the cities was to be able to
solve numerical integration problems quickly. Warfare, defense,
communication, entertainment, medicine, exploration, and trade are just some
of the reasons we use technology. |
|
3 |
5 |
English-Language Arts |
Reading |
2.3 |
Discern main ideas and concepts presented in texts, identifying and
assessing evidence that supports those ideas. |
These historical / biographical stories tell of the invention of a chain of
world-transforming technologies. Students will look for a problem that was
recognized by each inventor, what motivated the inventor, and what
personality characteristics the inventor had (and might share with the
student). |
|
3 |
5 |
English-Language Arts |
Reading |
2.4 |
Draw inferences, conclusions, or generalizations about text and support them
with textual evidence and prior knowledge. |
These historical / biographical stories tell of the invention of a chain of
world-transforming technologies. Students will look for a problem that was
recognized by each inventor, what motivated the inventor, and what
personality characteristics the inventor had (and might share with the
student). |
|
3 |
5 |
Science |
Physical Science |
1cd |
Elements and their combinations account for all the varied types of matter
in the world. As a basis for understanding this concept: (c) Students know
metals have properties in common, such as high electrical and thermal
conductivity… (d) Students know that each element is made of one kind of
atom and that the elements are organized in the periodic table by their
chemical properties. |
The One Thread in History story on the transistor relates how scientists
knew that germanium could rectify electric current and chose to experiment
with silicon. They made this leap based on the periodic table of the
elements, which shows the two elements in the same column and suggests that
properties of such elements may be similar. Understanding how to read the
periodic table of the elements helped us to invent transistors, which made
possible portable radios, personal computers, cellular phones, and MP3
players (e.g., the iPod). |
|
3 |
6 |
History-Social Science |
World History & Geography: Ancient Civilizations |
6.2.2 |
Trace the development of agricultural techniques that permitted the
production of economic surplus and the emergence of cities as centers of
culture and power. |
Technologies such as the plow allowed people to grow more food than they
needed to eat. This allowed them to use the surplus to trade, which allowed
others to leave farming altogether and specialize in producing something to
be traded, like pottery. This specialization has been a major source of
technology. |
|
3 |
7 |
History-Social Science |
World History & Geography: Medieval & Early Modern Times |
7.3.2 |
Describe agricultural, technological, and commercial developments during the
Tang and Sung periods. |
These allowed greater specialization, which led to more rapid development of
agriculture, technology, and commercial tools. This specialization has been
a major source of technology. |
|
3 |
8 |
History-Social Science |
US History & Geography: Growth & Conflict |
8.12.9 |
Name the significant inventors and their inventions and identify how they
improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell,
Orville and Wilbur Wright). |
Analyze the biographies of significant inventors for characteristics of
personality and circumstance. What motivated them? What did inventors have
in common? What traits are shared by people that we know today? Can you
predict who will invent something important? |
|
3 |
8 |
Science |
Physical Science |
7c |
Students know substances can be classified by their properties, including
their melting temperature, density, hardness, and thermal and electrical
conductivity. |
The One Thread in History story on the transistor relates how scientists
knew that germanium could rectify electric current and chose to experiment
with silicon. They made this leap based on the periodic table of the
elements, which shows the two elements in the same column and suggests that
properties of such elements may be similar. Understanding how to read the
periodic table of the elements helped us to invent transistors, which made
possible portable radios, personal computers, cellular phones, and MP3
players (e.g., the iPod). |
|
3 |
10 |
History-Social Science |
World History, Culture, & Geography: The Modern World |
10.3.2 |
Examine how scientific and technological changes and new forms of energy
brought about massive social, economic, and cultural change (e.g.,
biographies of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur,
Thomas Edison). |
The seeds of massive social, economic, and cultural change often include
technological inventions. The inventors were motivated by curiosity,
wealth, desire to help others, or desire to leave their mark on the world
and they were armed with persistence, knowledge, insight, connections, and
luck. Look for familiar characteristics of personality and circumstance in
the great inventors of the modern world |
|
3 |
10 |
History-Social Science |
World History, Culture, & Geography: The Modern World |
10.3.5 |
Understand the connections among natural resources, entrepreneurship, labor
and capital in an industrial economy |
The many, and often surprising, ways that forces in our world connect
explain much of how our world works. Technology is a thread that can aid in
understanding the connections. Natural resources critical to the Industrial
Revolution were energy sources, such as timber, coal and waterpower, and
materials, such as metals. What technology was necessary to exploit these
natural resources? Entrepreneurship relied on manufacturing technology as
well as the methods of its use, which some classify as a technology.
Capital was more readily available in the Industrial Revolution than any
time previous. What technologies connected and managed capital? |
|
3 |
11 |
History-Social Science |
US History & Geography: Continuity & Change in the 20th Century |
11.8.7 |
Describe the effects on society and the economy of technological
developments since 1945, including the computer revolution, changes in
communication, advances in medicine, and improvements in agricultural
technology. |
Technology does not exist in a vacuum. It affects many things, including
the economy and social patterns, which, in turn, affect technology. The
computers built for military purposes in World War II found utility in
business and space exploration after the war. Space exploration created a
pressing need for miniaturization of electronics and provided satellite
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