Unit Theme: Technology is always evolving and the aspects of Communication,

Transportation, Quality of Life and Access of Information have all changed for better or
worse.
Grade: 11
Timeline: Four weeks
Team Members Nate Enrique Jesse Joshua Thornton
Gruber Sotomayor Felix
Subjects History Math ELA Science
Rationale: Students are growing up in a technologically evolving world and benefit from
understanding the effect that technology has on our world.
Students will analyze four areas of modern life (Information access, Communication,
Transportation, and Quality of Life) and how they have negatively and positively
affected by technological growth.
Student Learning Outcomes
Focus Standards English 11-12.RL.1, 2, 7 Reading Standards Literature
(Key Ideas and Detail, Integration of knowledge and
ideas)
11-12.RI.1, 2, 3 Reading Informational Text
(Citing textual evidence, Determine development of
central ideas, analyze sequence of events)
11-12.W.1 (a-e) Writing
(Writing arguments to support claims)
11-12.SL.1, 2, 3 Speaking and Listening
(Conventions of english, language functions/context)
Science AZ.8W.4, 5, 6 ELA Writing
AZ.8.RI.3, 7 ELA Reading Informational Text
CO 2. PO 4. Scientific Testing (Investigating and
Modeling) Design and conduct controlled
investigations. Conduct a scientific investigation
that is based on a research design.
CO 3: Analysis, Conclusions, and Refinements
Evaluate experimental design, analyze data to
explain results and propose further investigations.
Design models. PO 1. Interpret data that show a
variety of possible relationships between variables,
including: positive relationship negative
relationship no relationship
Determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or
information presented in a text by paraphrasing
them in simpler but still accurate terms. (11
12.RST.2)
Provide a concluding statement or section that
follows from or supports the argument presented.
(1112.WHST.1)
 Determine the meaning of symbols, key terms, and
other domainspecific words and phrases as they are
used in a specific scientific or technical context
relevant to grades 1112 texts and topics. (11
12.RST.4)
History Concept 1: Research Skills for History
PO 1.
Interpret historical data displayed in maps, graphs, tables,
charts, and geologic time scales.
History Standards:
Concept 1: Research Skills for History
PO 1. Interpret historical data displayed in maps, graphs,
tables, charts, and geologic time scales.
PO 4. Construct graphs, tables, timelines, charts, and
narratives to interpret historical data.
PO 5. Evaluate primary and secondary sources for:
d. different points of view on the same historical event (e.g.,
Geography Concept 6 geographical perspective can be
different from economic perspective)
PO 6. Apply the skills of historical analysis to current
social, political, geographic, and economic issues facing the
world.
PO 7. Compare present events with past events:
b. change over time
Concept 9: Contemporary World
PO 5. Connect current events with historical events and
issues using information from class discussions and various
resources (e.g., newspapers, magazines, television, Internet,
books, maps).

ELA Standards
Speaking and Listening:
Demonstrate collaborative discussion/listening skills in a
variety of settings, both formal and informal
11-12.RI.7 Integrate and evaluate multiple sources of
information presented in different media or formats (e.g.,
visually, quantitatively) as well as in print in order to
address a question or solve a problem.
11-12.SL.5 Make strategic use of digital media in
presentations to enhance understanding of findings,
reasoning, and evidence to keep the audience engaged.
11-12.L.6 Acquire and use accurately general academic and
domainspecific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
 vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

Math A2.F-IF.C.7 - Graph functions expressed symbolically and

show key features of the graph, by hand in simple cases
and using technology for more complicated cases.
o Functions include linear, quadratic, exponential,
polynomial, logarithmic, rational, sine, cosine,
tangent, square root, cube root and piecewise-
defined functions.
A2.F-IF.C.8 - Write a function defined by an expression
in different but equivalent forms to reveal and explain
different properties of the function.
o Use the properties of exponents to interpret
expressions for exponential functions and
classify those functions as exponential growth
or decay.
A2.A-SSE.A - Use structure to identify ways to rewrite
polynomial and rational expressions. Focus on
polynomial operations and factoring patterns.
1112.RST.2 - Determine the central ideas or
conclusions of a text; summarize complex concepts,
processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
1112.RST.5 - Analyze how the text structures
information or ideas into categories or hierarchies,
demonstrating understanding of the information or
ideas
1112.WHST.1 - Write arguments focused on discipline
specific content.
o Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s),
distinguish the claim(s)from alternate or
opposing claims, and create an organization that
logically sequences the claim(s), counterclaims,
reasons, and evidence.
Enduring Theme- How has technology changed
Understanding: Related the way we interact?
Evolution of
Important Essential Is technological change always a
Concepts communication Questions good thing? Why or Why not?
forms and In what ways has
globalization communication technologies led
Relationship
to globalization?
between means How does technology impact
of human migration and travel?
communication How can technology improve
and human the quality of human life?
interaction What
Transportation
Responsibilities/Accountability
impact on do we have while using the
human travel internet and other technologies?
and trade.
Future of
transportation
and its effects
on cities and
societies.
Quality of life in
relation to
technology
Pros and Cons
of accessible
technologies
Accessibility of
information has
rapidly
advanced
technological
progress
Digital
Citizenship and
Internet
Integrity

Interdisciplinary Create an infographic presentation about the United States during the
Project information era, analyzing the growth of technology through the decades,
the scientific impact on the world.
Essay Prompt Students will use collected evidence and information to support their
prediction for the technological impact on one area of life
(communication, transportation, quality of living, migration, etc).
Students must support their idea using at least 4 scholarly articles.
Should include: Technology and importance, developments and evolution
of the technology or area of life, and future possibilities and impacts of
the technological progress in this area.
Common Instructional Strategies
All Learners
Interactive and current event ideas and concepts for connection making and relevance
to real life.
Allow constant examples and requests. Students should be allowed to suggest their
own ideas and be given an adequate response as to how scope affects even their
example.
ELLs
Translator in form of assisting student or volunteer adult.
Usage of simpler examples that could be worded easier for lower vocabularies. I.e.
instead of discussing ions vs. compounds, it could be 2L of compound vs 1L of
compound
Physical and visual examples. Provide tangible examples in images or physical objects
to reinforce key vocabulary and concepts
Usage of comfortable examples such as something theyve already read. Use
perspective from a chapter compared to the whole novel.
Guided notes to help focus on key points of information in possibly overwhelming text

Special Education
Similar usage of simpler ideas and familiar items would benefit. Tune towards the
disability in question, motivation may need something they are interested in,
intellectual may need a simple comparison, etc.
Balancing of visuals and literary resources to better accommodate visual or written
learners.
Alternative reading options for varying levels of reading proficiency.

GATE
Ted Talk/Video analysis
Telescope Writing
Socratic Seminars

Individual Unit Theme:

Subject: English Grade Level:
Focus Standards
Reading Standards for Literature
o Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain. 11-12.RL.1
 o Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text. 11-12.RL.2
o Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. 11-12.RL.7
Reading Informational Text - Key Ideas and Details
o Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain. 11-12.RI.1
o Determine and analyze the development and interaction of two or more central ideas
over the course of a text to provide a complex analysis or objective summary. 11-
12.RI.2
o Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text. 11-
12.RI.3
Writing Standards - Text Types and Purposes
o Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. 11-12.W.1 a-e
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both in
a manner that anticipates the audiences knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a style and tone appropriate to the norms and conventions
of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
Speaking and Listening - Comprehension and Collaboration
o Initiate and participate effectively in a range of collaborative discussions (oneon
one, in groups, and teacherled) with diverse partners on grades 1112 topics, texts,
and issues, building on others ideas and expressing their own clearly and
persuasively. 11-12.SL.1 a-d
a. Come to discussions prepared having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic discussions and decisionmaking, set
clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify,
verify, or challenge ideas and conclusions; and promote divergent and creative
 perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
Enduring Understanding Learning Outcomes
Important Concepts: Students will know and be able to do:
Personal integrity and digital define digital citizenship in context to
citizenship their own use of technology.
Communication and anonymity with determine internet informations
technology integrity (the pros and cons of internet
The global village and information)
telecommunications Analyze a website to determine validity
Trade and ideas in a digital world give examples of industries and areas of
Migration and travel in the digital life affected by telecommunications
world make connections between
The Future of travel migration/travel and technological
Healthy technology habits progress
Improving the human condition compare healthy and unhealthy habits
through technological progress of technology use in their personal life.
make predictions of the future based on
currently evolving technologies.
Texts Assessment
I, Robot Formative: Summative:
-Novel we will read both individually and as Exit Ticket Essay
a class and use to forecast our own Venn Diagram Response
predictions on technologies effects of society White Boards Infographic
and how it can be beneficial and detrimental Poster Boards and
to our quality of life. Think Pair Predictions
Share
KWL
Eager Analogies
-Eager will serve as an alternative to text to Infographic
those who may have difficulty grasping the Reflective
language and presentation of I, Robot. Writing
The text will serve the same purpose in Sentence
predicting future pros and cons to Response
technological advancement and parallels the Nearpod
content of the rest of the class Brainstorm/
Stanford research shows that anyone can Word Map
become an Internet troll - Stanford 3-2-1 response
Article Kahoot!
-The article will be used for self reflection
and discussion on digital citizenship and
accountability on the internet, as well as how
this influences technology and its future.
Cyber Attack
-This text will be read in portions and
contains individualized and specific chapters
on multiple areas of internet and
technological concern and security.

Scientific and Technological Advance:

Globalization and Impact of National
Policies
-This article will serve as a group
discussion and segmented to discuss the
different portions of the article before
being presented by groups to the class for
comprehension. This will focus their
evidence based understanding of the
article.

700 MPH in a tube: The Hyperloop

Experience
- This video will be used to spark discussion
during the transportation segment as well as
challenge the idea of future migration and
travel beyond earth

Robotic Cars Must Prove That They Are

Safer Than Human Drivers On The Road
-The Article presents multiple issues that
need to be resolved in order to fully
integrated new transportation technologies
into society
The Medium is the Massage
-This is a non-fiction text that will be read
through excerpts for important reflections on
technology and its relationship to
communication and human quality of life.

The Medium is the Massage Video

https://www.youtube.com/watch?v=Ko6J9v1C9zE
-The video will be used to introduce
globalization or the Global village and the
impact of the different communication
mediums on society and how we interact.
Learning Plan: Scope and Sequence
Week 1 - Communication Technologies
and Globalization
Day 1 - Introduce I, Robot and discuss
Predictions summative assignment
(Students with IEP or need of
accommodation will be given the second
option of novel)
Predictions and Advancements in
Technology presentation, Introduce the use
of the 4 weeks, using the novels, articles,
and videos to generate their own predictions
on the future effects of technology in 4 areas
of life.
Day 2 -
Nearpod discussion The Mediums of
Communication. Discuss the evolution and
future of technology in the area of
communication.
Students will watch a short video
summarizing the arguments of Marshall
Mcluhan's The Medium Is The Message.
Think Pair Share the meaning of the how we
communicate in relation to their individual
strengths and weaknesses.
Exit Ticket
Day 3 - Read Aloud I, Robot as students
follow along.
Discuss todays reading and assigned
reading
Students will get into groups and will be
assigned a particular medium of
communication and use poster boards to
Differentiation
Uses multiple texts and lexile levels to
be inclusive in general education, but
providing an available option for
students with IEP and 504 plans or
simply difficulties with the concepts
presented in the class novel.
Audiobooks for both novel options are
available
Read-Alouds and collaborative reading
will be used for higher lexile level texts
to ensure students can check
understanding with the instructor as the
progress
Group work and peer buddy system
Visual and auditory presentation for
UDL
Chunkd assignments to check
understanding with progress
Rubrics
Outlined Notes for presentation
Week 3 - Quality of Life and Future
Predictions
Day 1 - Read Aloud I, Robot
Quick Write and discussion What is one
major contribution technology has made to our
quality of life?
Anonymous Poll Everywhere on internet usage
to create statistics for class discussion on
healthy habits of internet usage.
Exit ticket
Day 2 - G.R.AI.N. Presentation.
The Four aspects of science and technological
advancements.
continue discussion from the prior day,
plotting and considering differences in
technological mediums and their impacts on
society, students.
They will be allowed to use websites and
research to develop a short history and
impact of their technology on society.
Day 4 - Students will share their groups
poster boards on their communication
technology and teach each other the short
history and impact of their technology as
well as make predictions for the technologies
future.
Students will Quickwrite a summary of their
technology and their predictions for 50 years
from now and why.
Day 5 - Socratic Seminar - Communication
technologies impact and globalization
Students will use the internet and resource
websites for articles and evidence of
technologies impact on communication and
globalization. They will use this research for
their infographics.
Week 2 - Transportation and Migration
Day 1 - Read Aloud I, Robot
Discuss transportation in the text.
Students will Fishbowl and discuss How
does science fiction propose future cities and
travel? why? Have students share examples add weeks resource and new research to
of predictions, current technological
advancements in transportation, and their
own predictions for travel and living in the
Split the class into four groups with poster
boards. Assign each of the groups a field
(Genetics, Robotics, Artificial Intelligence,
Nanotechnology). Students will be given 15
minutes to research the latest technological
advancements in their field to improve human
life.
Day 3 -I, Robot discussion and review. Give
final deadline
Begin G.R.AI.N Presentations.
Conclude presentations with 3-2-1 strategy
where 1 is a prediction for the future based on
the days supported by the days learning
Day 4 -Globalization and impact discussion,
What is Globalization
Read excerpt of Marshall McLuhans The
Medium is the Massage on the Global
Village
Globalization and impact of national policies
collaborative article reading . Break up articles
into segments and ask students to generate
ideas as to globalizations relationship to
technology.
Sentence responses for the discussion as exit
ticket.
Day 5 - Socratic Seminar Technology and
human quality of life Move into discussion on
the pros and cons of technology advancement
on the environment
infographic project.
Week 4 - Information Accessibility and
Technology
future.(Blade Runner, Wall-E, Interstellar,
etc)
Exit Ticket
Homework : Find an article about the future
of technology in transportation or cities
Day 2 - In groups, students will review their
articles and analyze Cities and
Transportation technologies relationship.
They will summarize the article to their
group and brainstorm together what future
cities and human travel will look like
considering factors of technology, the
environment, etc.
Groups will write a one pager summarizing
their collective articles and discussion.
Day 3 - Hyperloop youtube video
Predictions writing,
Students in groups will develop predictions
for Technology in Transportation for their
research on day 5
Day 4 - Review I, Robot and the various
factor that contribute to human migration
(economy, disasters, war, etc.) Students will
each bullet/list these elements. and generate
a KWL chart throughout their research.
Students will use a KWL chart while reading Day 5 - Submit Final Draft of Technology
the article Robotic Cars. Impact and Predictions
Students will consider and discuss as a class
other concerns and stories of the
technologies benefits and failures.
Day 1 - Start I, Robot film
Issue essay prompts comparing and contrasting
the film and making predictions of their own in
how technology can continue to improve the
state of human life, weighing the possibilities
and consequences. Give assignment timeline.
Class individual Wordmap What does Digital
Citizenship mean? and class discussion.
Day 2 - Continue I, Robot film
KWL chart for Information access and the
Cyber Attacks Read aloud.
Cyberbullying presentation
Day 3 - Stanford research shows that anyone
can become an Internet troll article.
Cyber Attacks read aloud. Students will use
Venn diagram to compare and contrast tech
privacy and security and internet integrity
Quickwrite as exit ticket
Day 4 - Finish film if needed,
Kahoot for Film and Novel comprehension
Peer edit essay Technology Impact and
Predictions
Research and consolidate information for
finalized infographic assignment.
Day 5 - Students will be given to time to
gather resources and continue working on
their Infographic project using the weeks
resources and discussion to guide their
research.

Socratic Seminar on the pros and cons

of Technological advancement in
transportation

Resource Lex Author / Link to original or citation in APA How will Evaluation (you must
ile Format resource be answer each question
used in for each source):
class-
describe 1. Is this a reliable
whether it source for the
will be used resource?
as: 2. Is the author an
expert? Credentials?
Read 3. What year? Is
Aloud, this the most recent
information or is
Collab there a reason for
orative using an older
reading, resource?
4. Original
Indepe purpose of the
ndent resource (inform,
research, persuade, entertain)?
5. Is there is bias?
Other-BE Is it appropriate to
SPECIFIC have a bias for this
material (as in, does
it fit the purpose of
the unit?)?
6. Why is this
material appropriate
to the unit? How this
resource will help
students reach your
planned objectives?
 Website Various/S https://www.sciencenews.org Independe 1. Yes, it is run by
#1 ociety for nt / the organization
Science & Collabora Society for
Science Public tive Science & the
News Research Public and uses
Professional/Schol
arly research.

2. The Authors are

mostly former
educators and
journalist citing
research from
professionals and
experts in
scientific fields

3. Updated daily

4. The purpose is
to inform

5. It is somewhat
bias in its focus on
scientific research
and advancement
but presents
articles from
multiple
perspectives

6. Most of the
articles are specific
to the unit,
focusing on human
advancement
through
technology. The
students can use
this resource to
reach their
standards by
analyzing
informational text
and studying it for
the argument and
evidence.

Website Various https://www.seeker.com Independe 1. Yes, the website

#2 nt / is created by the
Collabora Discovery
Seeker - tive Communications
Discover Research Group for
y News education through
digital media

2. The authors are

professionals in
their field and
serve the purpose
of providing the
 basic overview of
an argument using
evidence.

3. Updated daily

4. The purpose of
the website is to
inform

5. The website is
bias in the sense
that it is a major
media corporation
and has
commercial
purpose, but serves
the purpose of
providing basic
arguments

6. Most of the
articles are specific
to the unit by
providing
discussion and
arguments about
technology and
scientific progress.
It helps the
students by
providing articles
to compare and
contrast the pros
and cons of
specific arguments.
They will respond
by compare and
contrast methods
through writing
and
communication to
complete their
infographic/multim
edia presentation.

Informat 120 https://news.stanford.edu/2017/02/06/stan Collabora 1. Yes, It is from

ional 0L ford-research-shows-anyone-can- tive the
Text #1 - become-internet-troll/ Reading communications
Taylor
130
Kubota office at Stanford
Stanford 0L
University
research
reporting their
shows that
anyone can updated news and
Stanford information for the
become an
University public.
Internet
Communic
troll
ations 2. The author is a
professional and
contact for the
university to
disseminate their
 information and
studies by the
University

3. Published
February 6, 2017

4. The purpose of
the article is to
inform

5. The Website is
bias in the sense
that it is a
university
publication which
is unlikely to
publish anything
incriminating or
against their
institutions goals
and studies

6. This Article
specifically deals
with the digital
citizenship and
anonymity of
information online,
which is part of the
foundation for the
English portion of
the Unit

Informat 140 http://scholararticles.net/scientific-and- Collabora 1. Yes it acts as a

ional 0L technological-advance-globalization-and- tive database for articles
Text #2 - impact-of-national-policies/ reading/G from the Global
Kristina B.
150 Academic Journal:
Podoski roup
Scientific 0L Social Science
Reading Insight
and
Technolog
ical Vaidas ilionis
Advance: 2. The authors are
globalizati both published in
on and peer reviewed
Impact of journals for scholarly
National research
Policies
3. Published in
2008, the article
pertains to an
overview of the
processes and
effects of
advancement itself,
not any one
technology that
would limit its
effectiveness.
 4. The purpose of
the article is to
Inform the reader.

5. There does not

seem to be a major
bias outside of the
focus on positive
aspects of
socialization and
globalization
through
technology

6. The resource,
while heavy in its
content, will be
divided up for
reading in groups
and then shared
back to the larger
class using their
groups
comprehension
and examples to
explain their text
portion.

Informat 105 Scientific https://newsela.com/read/self-driving- Individual 1.Yes, The

ional 0L American, cars-safety/id/25936/ Reading Article is
Text #3 adapted provided
by News by a
ELA staff News
Robotic publicati
Cars on and
Must adapted
Prove for
That student
They Are educatio
Safer
n
Than
Human purposes.
Drivers 2.The author
On The is
Road unlisted
but cites
the
original
publicati
on
informati
on.
3.It was
publishe
d in
January
of 2017
and is
still a
relevant
topic and
concern.
 4.The purpose
of the
article is
to
inform.
5.The article
is bias in
its
presentat
ion by
focusing
only on
the
negative
aspects,
however
this will
be
contraste
d with
student
generate
d
solutions
and
benefits.
6.The
resource
directly
relates
the unit
idea of
technolo
gy and
its
impact
on
human
life. It
presents
a
problem
that
demands
innovativ
e
solutions.

Online CNN https://www.youtube.com/watch?v= Watch 1. Yes, the segment

Video Money/ 7A7GsAPR3J0 and interviews
CNN Respond, experts in the
700 MPH in News using field and cites
a tube: The
RACE professional
Hyperloop
Experience strategy research

2. The producer is
CNN, which
regardless of
bias is a source
encountered
 daily for
society.

3. Video was
published in
2015, but
remains relevant
conversation
today as it is an
ongoing
technology

4. The purpose of
the article is to
inform

5. The video is bias

in its
representation
of financial
aspects and less
focus on the
effects or cons
to the subject.

6. The resource will

be a Writing
response for
Bell work and
begin
conversation for
the
transportation
segments of the
unit.

Online BBC https://www.youtube.com/watch?v= Watch 1. Yes, the

Video Radio Ko6J9v1C9zE and material is
Respond, from
Collabora Professor
tive and author
The Marshall
Medium Mcluhan
is the 2. The
Massage Producer
is BBC
radio
through
youtube
for
educationa
l purposes.
3. The video
was
published
in 2015.
4. The
purpose is
to inform.
5. The video
poses an
 argument
and bias
that the
content
gained
from a
medium is
less
consequen
tial than
the means
by which
it is
attained.
6. It provides
both an
accurate
prediction
almost 60
years old
to analyze
the effects
of
telecommu
nication
technology
on society
and
creating
what he
calls the
global
village.

Children 830 Helen Fox Fox, H. (2006). Eager. New York: Audio 1. Yes, the
s book Yearling. book and novel is by a
novel recognized and
option for acclaimed
Differenti fiction author.
Eager ation
2. The
publisher is
Hodder
Stoughton, a
subsidiary of
Hachette
Books.

3. The book
was originally
published in
2006

4. The
purpose of the
book is to
entertain

5. The book
tells the story
of a somewhat
 low intensity
dystopia
likened to the
novel it will be
a
differentiation
from. The
themes are
much less
intense and
style of
language and
concepts are
more
comprehensibl
e. While higher
lexile, the
overall story,
presentation,
and length
differentiate
this novel.

6. The
resource is a
selection for
students with
difficulties
using higher-
level thinking
skills to grasp
abstract
concepts
presented by
the general
text. But the
story retains
similar themes
and messages.

Trade 820 Isaac Asimov, I. (2004). I, robot. New York, NY: Read 1. Yes, the
book #1 L Asimov Bantam Books. Aloud, story is a
Individual fictional text
I, Robot Reading being used for
themes and
predictions.

2. The book
was written by
acclaimed
author of
science fiction
Isaac Asimov.

3. The book
was originally
published in
1950 but
serves in its
content and
prediction of
 the future for
the content
reading and
student
projects.

4. The purpose
is to entertain.

5. The is bias
in its view of
the future
which will be
analyzed by
the students
and compared
to their own.

6. The text will

be used as as a
basis for a
summative on
technological
advancement
and moral
questions. It
will serve as a
launch point
and reference
for students as
we go through
informational
content.

Trade 127 Margaret Goldstein, M. J., & G. (2015). Cyber Read 1. Yes, it is a
book #2 0L Goldstein attack. Minneapolis: Lerner Aloud reliable Non-
Publishing Group. Fiction
Cyber resource built
Attack upon cited
research for
students.

2. The author
has written
many book
specifically on
subjects of
science for
young readers.

3. The book
was published
in 2015 and
uses relevant
ideas,
concepts, and
issues to
inform the
reader.
 4. The purpose
is to inform

5. The text is
bias in its use
of
informational
studies and
events to
entertain, but
ultimately uses
the information
in an engaging
and discussion
oriented way.

6. The book
will be read
aloud over the
course of one
week for
discussion and
response. The
information
will start the
day and lead
the lesson
directly related
to the unit on
information
and
particularly
digital
citizenship

Trade 110 Marshall McLuhan, M., Agel, J., & Fiore, Q. (2005). Collabora 1. Yes, it is a
book #3 0L McLuhan The medium is the massage: an inventory of tive, Read reliable Non-
- effects. Corte Madera, CA: Gingko Press. aloud, Fiction
The 120
resource
Medium 0L
originally
is the published
Massage through a
major
university.

2. The author
is a professor
and expert on
telecommunica
tions effects on
society.

3. The book
was published
in 1967 but is
used to note
accuracy and
effects of a
form of media
that will be
compared to
 media we
interact with
today.

4. The purpose
is to inform.

5. The text is
bias in it is the
opinions of an
individual and
his own
analyzation of
a sociological
phenomena.

6. The book
will be read
aloud in pieces
and cited
occasionally.
The text is
difficult for
individual
reading but
poses ideas
that could be
beneficial to
student
predictions and
understandings
of
telecommunica
tions
technologies
and the quality
of human life.

Individual Unit Theme:

Subject: Science Grade Level: 11
Focus Standards
Strand 1
Concept 3: Analysis, Conclusions, and Refinements Evaluate experimental design,
analyze data to explain results and propose further investigations. Design models.
PO 1. Interpret data that show a variety of possible relationships between variables,
including: positive relationship negative relationship no relationship
PO 7. Propose further investigations based on the findings of a conducted investigation.
Concept 4: Communication
Communicate results of investigations.
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
Strand 2
Concept 1: History of Science as a Human Endeavor Identify individual, cultural, and
technological contributions to scientific knowledge.
PO 1. Describe how human curiosity and needs have influenced science, impacting the
quality of life worldwide.
PO 2. Describe how diverse people and/or cultures, past and present, have made
important contributions to scientific innovations.
PO 3. Analyze how specific changes in science have affected society.
PO 4. Analyze how specific cultural and/or societal issues promote or hinder scientific
advancements.
Strand 3
Concept 1: Changes in Environments Describe the interactions between human
populations, natural hazards, and the environment
PO 1. Evaluate how the processes of natural ecosystems affect, and are affected by,
humans.
PO 3. Assess how human activities (e.g., clear cutting, water management, tree
thinning) can affect the potential for hazards.
Concept 2: Science and Technology in Society Develop viable solutions to a need or
problem.
PO 1. Analyze the costs, benefits, and risks of various ways of dealing with the needs or
problems.
PO 2. Recognize the importance of basing arguments on a thorough understanding of
the core concepts and principles of science and technology.
PO 3. Support a position on a science or technology issue.
Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate
eye contact, adequate volume, and clear pronunciation. (11.SL.4)
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest. (11.SL.5)
Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation. (11.SL.2)
Engage effectively in a range of collaborative discussions (oneonone, in groups, and
teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others
ideas and expressing their own clearly. (11.SL.1)
Enduring Understanding
Important Concepts:
Personal integrity and digital
citizenship, public and
personal.
Communication and
progression with technology
The everchanging, ever
advancing march of science.
Ideas proliferating in a digital
world
The science behind travel and
effectiveness
What scientific advancements
can and have been beneficial
or malicious
Healthy technology habits
Improving the human
condition through
technological progress
Creating new threats to the
human population while
solving others.
Balancing technology and
tradition.
Texts
1984
A solid book that is not only capable
of being used as an example away
from stuffy textbooks, but also is a
leading text of ways that technology
can go too far and lead to dystopia. It
is mostly in theory but it will
enlighten students about how too
much of something can be bad and
how certain technologies, like
communication and access of others
information, become better or worse
in different possession/circumstances.
The Jungle
Another novel that illustrates a
dystopian society, this time not
directly caused by technology but
using it as an accessory. While it is
about a dark time of quality of life it
also serves as a fantastic comparison
Learning Outcomes
Students will know and be able to do:
Students will be able to provide examples of
how proliferation of travel and movement has
both positively and negatively affected the
human condition.
Students will be able to discuss and assess
how the flow of Information has changed
through the progression of technology.
Students will be able to discuss the Quality of
Life in both the past and modern world and
how there are both negative and positive
effects to both for each outstanding
technology.
Students will be able to create reports and
documents detailing how health and treatment
has improved with technology and what that
means for quality of life.
Students will be able to support their personal
viewpoint on how the boom of
communication in technology has been
positive, negative, or both.
Assessment
Verbally during conversations both group and one
on one. What are some pros and cons of _____ in
technology? Would you say this has seen a mostly
negative or positive increase in standard over the
past few years?
Written for essay prompts or small quizzes as to
when, where, and how the progression of science
has changed a specific aspect of life.
(Communication, transportation, etc.)
Presentations representing their understanding of
previously covered concepts with elements of
personal expansion in the ideas.
about how we can have similar
technologies but the regulations and
implications may change and lead to
healthier or more dangerous
circumstances. It may serve better to
take pieces of this novel rather than
read the whole thing.
A Brave New World
The final literary novel that can be
used for illustrating how great boons
of technology can be both prosperous
while also creating more gaps in
living standards for others. Should be
used in parts in which technology are
involved rather than the whole book,
with focus on to changes in standard
in life and how varied this can be for
people with different applications of
technology.
Handbook of Transportation
Science
A very long text although not quite a
textbook, this literary source goes into
significant detail in all the different
aspects of transportation. Thankfully
it is in handbook format so all the
information is sliced up into small
sections that relate to what one would
be looking for specifically. The
sections most interesting to use are,
Supply Chains and Street Routing
and Scheduling Problems. Despite
sounding terribly dry, the intention is
to show students how complicated but
effective transportation has become
compared to where it was prior.
Communication in History:
Technology, Culture, Society /
Edition 6
Another text where parts are best to
be extracted from the book rather than
attempted to be read in entirety. The
book serves as an in depth look into
how communication has developed in
and changed society, and the
technology behind it. Some sections
are more focused on the historical
aspects while others are more aligned
with a science standard. Its quite
broad but also very encompassing, so
lessons can easily be adapted from or
to the text in terms of how a certain
aspect of communication has changed
with time.
Disease Control Priorities in
Developing Countries. 2nd edition.
Chapter 5: Science and Technology
for Disease Control: Past, Present,
and Future
This specific chapter goes into how
the technology and medicine for
controlling, managing, and curing
diseases has improved and the
implication that means for high
standard and developing countries.
While the context of countries does
not matter as much it goes back into
previous centuries and discusses how
the technologies have changed and
what that has all done.

Basics of Environmental Science

The text serves to provide background
into technology and the environment
as an accessory to the rest of the
lesson. Will not be read in whole, the
main sections of interest will be those
regarding pollution, run off,
environmental changes and natural
science endeavours.

Investigating the chemistry of

Atoms
Will serve singularly as a text to
give context about how evolution
of technology is not always
creating something new, but may
instead be finding something new
or adapting something already
known. Also ties into nuclear
energy which will be discussed as
one of the leading examples for
technologies that can be hugely
beneficial for many technology
trees but also very detrimental.

Formative: Summative
Acknowledge Students should be able to
differences in distinguish what tools
technologies and openly might be needed for
discuss pros and cons as different circumstances in
time has progressively varying technological
evolved technology into fields.
different forms. Students will be able to
Exit Ticket construct discussions and
Venn Diagram arguments supporting one
Think Pair Share side of a technology and
KWLHQ how it may be better or
Reflective worse than before.
Writing Prompted Essay
Sentence Connecting
Response concepts diagrams
Nearpod and presentations
Brainstorm/ (for technologies)
Word Map Open ended flow
Fishbowl chart on progress
Flow Diagrams and relevance to
Word Splash science
Learning Plan: Scope and Sequence Differentiation
Week 1: Students will begin with
insight into how technology may be
prosperous as well as dangerous,
starting with Quality of Life.
Monday: Students will go over a
couple of the novels listed above, The
Jungle, Brave New World, etc. And
read different sections in different
groups of different books. All selected
readings will be chosen by the teacher
and will relate to how technology
does not always lead to improvement
in all aspects. Discussion will follow
next day to allow reading at home.
Tuesday: Students will host socratic
discussion on how technology can
improve but cause adverse affects to
quality of life. Guide discussion to
how the three novels cover three
different time frames and
advancement of technology, lead into
more realistic standards of technology
such as industrial revolution and
modern day changes to quality of
life.End with an exit ticket asking for
one piece of technology in modern
day that is both beneficial and
detrimental in any way.
Wednesday:Students will pair up with
a partner and brainstorm ideas on how
the quality of life in the novels may
have been improved with better
management or improvement of the
technology listed. Motifs of
psychological issues are to be avoided
and focus should be specifically on
the technology in the novels and how
it personally affected the lives of all
those around it. Students will be asked
to go home with a page from the
environmental science textbook and
be asked to be prepared to have a
Uses multiple texts and lexile levels to be
inclusive in general education, but providing
an available option for students with IEP and
504 plans.
For students struggling with the take home
reading/concepts they may be given extra time
inside and outside of class or assigned a
partner to assist in reading it with. (Could be
parents.)
Read-Alouds and collaborative reading will be
used for higher lexile level texts to ensure
students can check understanding with the
instructor as the progress. (This could also
allow for uses of some of the unused
texts such as the discussion on cancer or
atms. If the students prove they are ready for a
higher level discussion it will be integrated
into the lesson for deeper thought levels.)
Group work and peer buddy system
Visual learning and UDL
Chunk information where it may be too
overloading to students.
Rubrics
Outlined Notes for presentation and reading
articles.
Many discussion are involved, adaptations
may occur based on varying issues.
In the same manner that adaptations have been
made, details on additional resources or
concepts to discuss are present as a note on the
end of Thursday in week 4. While they are not
necessary they should be included and
excluded based on the level of understanding
present in the class as per teacher discretion.
warm up discussion on how
technologies can affect nature and
change QoL.

Thursday: Follow up with warm-up

discussion mentioned prior. Students
will then be provided the Argonne
Library website for independent
research and be asked to write a short
essay on a modern technology that is
causing problems to quality of life, be
it as a by product or directly, and how
they think it could be improved over
time to improve QoL.

Friday: Essays will be collected and

returned later, the final day of quality
of life will focus on a fishbowl
activity of how they have learned
quality of life changing with the
march of technology in positive and
negative ways. They will be asked in
context of what they read and how
despite being fantasy world they are
all in a timeline of progressing
technologies with their own new
issues. Exit ticket will be their notes
during the discussion.

Week 2: Students will learn about

how technological growth has
changed the way and scale on which
people communicate and
understand the world around
them.
Monday: Students will be given
excerpts from Communication in
History (The text) presented to them
and read as a class above on a
projector. Pieces will be chosen based
on giving contextual information of
how communication has grown with
technology (Letters to Morse to IM,
etc.) and what this means for the scale
and growth of technology over the
years. Exit ticket will be given about
how they personally think
communication is vital to the
evolution of technology.

Tuesday: Students will perform an

activity where 3 different groups will
be given 3 different set ups. Group 1
will have tin cans and string. Group 2
will have whiteboards and markers.
Group 3 will have their cell phones.
Groups will be made to send a variety
of different messages, changing in
length and complexity, through their
method of communication. Once the
activity concludes they will discuss
the advantages and disadvantages of
their device and how that relates to
technological progression. This
should be reflective to their previous
exit ticket.

Wednesday: Students will be

presented with information from
Inventions: Telescope and
Microscope and make two word maps
for each individual invention. After
completing their map solo, they will
openly discuss in teacher lead
discussion how these two inventions
changed how we communicate
information. (Telescope seeing
farther, allowing more information,
etc. Microscope in comprehending a
smaller perspective and improving
efficiency and moving for new
technology.) Given time teacher will
also address how the areas of
technology are always tying into each
other. Students will be notified of
their project due Fri. More
information on Thurs.
Thursday: Students will be informed
that they must create an example that
fits into the activity performed on
Tuesday, same context and
performance. Students will be set into
groups and be given class time to
work on their examples. They need at
minimum 2 examples but it may be
one improving into another.

Friday: Students will present their

ideas and explain why it works in the
context of communication and how
they could improve it with changes
over time, mimicking the progression
of technology and how their idea
would then be better for society.
Grading will be based on accuracy
and how well their idea portrays the
increased complexity of one design
compared to another, or any other
similar comparison that illustrates the
constant improvement of technology
and why that is relevant to fields of
science. (This will all be mentioned in
the rubric for the assignment.)

Week 3: Students will learn about

how transportation technology has
evolved and improved with new
discoveries.
Monday: Students will learn about
early forms of transportation such as
the wheel, riding animals and horse-
drawn carriages. This will be short
and done through simple discussion,
followed by a discussion on what
transportation is like today. Students
will brainstorm what kind of scientific
concepts apply to transportation
methods they can think of. (Thermal
and hot air balloons, cars and
combustion, trains and steam, planes
and electricity, etc.)

Tuesday: Students will be asked to

now identify positive and negative
effects of the transportation we have
today in line with the concepts they
came up with the previous day. Then
students will be presented with
information from the Handbook of
Transportation Science, specifically
the two chapters mentioned, and
discuss how the science behind our
transportation today also includes a
science of management. (This will be
a minor focus.) Lesson will end with
an exit ticket on a method of
transportation they believe should be
more prevalent in society.

Wednesday: Students will once again

be asked to use their website resource
to find information on how
transportation has served as an
accessory to other areas of science,
namely the two ideas they have
already covered. Ideas and concepts
will be shared verbally before the end
of class. Students will be given short
worksheet with a word map and a few
key transportation vocab words to
work on at home. (Such as inertia,
momentum, energy dispersion.,etc)

Thursday: Students will be asked to

consider the varying degrees of
complexity in transportation with a
thought activity. The activity will
pertain to this; If we wanted to travel
down the street, what transportation
would we use and why? If we were to
travel a mile away? To a new state?
Downtown? All answers should
reflect an understanding that each
different method of transportation has
been adapted over time due to terms
of efficiency and effectiveness.
Example; We use a car to travel 1
mile because not only is it quicker
than a bicycle but it is not as complex
or expensive as an airplane which is
meant for more distant travel. (And
any level of detail on the specific
science behind it.) Exit ticket will be
to address a concept they had not
considered before the discussion and
why it is relevant to understanding
science.

Friday: Students will be given a short

essay prompt to discuss how
improving transportation has had a
myriad of effects on the human
population. Concepts may include
transportation and warfare, an
increase in pollution with newer
transportation, a decrease in pollution
with new methods, or any idea they
may have discussed prior as to how
transportation has served as an
accessory all throughout history due
to its ability to proliferate and travel.
Grading will look for tyies to previous
examples and a fluid understanding
about how transportation has
drastically changed and is still
constantly changing as technology
improves.

Week 4: Students will made to

think through how ease of access to
information has evolved human life
and is ultimately the mother of all
improvement to all other
technologies.
Monday: Students will start by being
asked all the different ways theyve
been asked to gather information the
past few weeks and how easy or
difficult its been in each different
method. After a moderate discussion
the topic will change to how this
access of information made their
learning and understanding of these
past concepts easier and more diverse.
Near end of class, change discussion
to how they think this all would have
been different years ago. Students will
be shown to the Web 2.0 site before
leaving and asked to see just how
much information they can find about
how many different things there.

Tuesday: Students will return and

detail the level of information they
found on such a collaborative and
integration focused website. Students
will then be asked to make a flow
diagram on how information can start
at one point now and progress to so
many places through relaying of
information. Following this, students
will make a second flow diagram of
the same concept, but in the context
of before electricity. Students should
note how seriously different the
access of information was and how
this might affect the growth of
technology as it improves.

Wednesday: Students will be

informed of their final project, being
able to relate many/all technologies
together and how they affect each
other in society today in comparison
to in the past. They will not be given
prompt but will be advised to be
prepared to discuss how certain
technologies may be positive and
negative as support for why they may
have changed or need to change.
Students will then begin a think pair
share with each other on how the
access of information can so broadly
affect all levels of technology and
science. About halfway through class
students will be given homework
asking them to identify how easier
access of information can be both
beneficial to science as well as
detrimental to its practitioners and
general public. They will be given a
sample involving how easy it is to
find information on people during
interviews and how this may be
positive or negative. What if a
scientist of great merit was denied
because of one small criminal charge,
or a stalker finding out someone's
name and residence.

Thursday: Students will be given

sample practice essay asking them to
discuss how improvements to all 4
areas previously discussed can lead to
even more progression of technology.
Essays will be collected prior to the
end of class and if students volunteer
their brief paragraphs may be read
and considered as a whole group,
focusing on the science behind it
rather than structure. Examples:
Improvement of quality of life makes
scientists more plentiful and
prosperous, increasing research.
Improvement of communication
allows for better sharing ideas and
increasing ease of access to
information allows the reception of
this information. Finally, medicine
keep science dedicated and healthy
allowing for longer and deeper
research of great minds. (Could
discuss the cancer concept here and
how science is always looking for
ways to better itself against its
changing enemy.) Students will be
given extra resources to study across
all the areas previously discussed as
permitted by the teacher based on
their level of understanding. This may
include using the childrens book to
grant scope to how simple some
technologies are and how they might
improve, the battle against breast
cancer and the complexity of its time
worn struggle, the article on nuclear
energy and how it is one of the most
disputed sources of energy and why
(its efficiency compared to its
dangerousness, etc.), deeper
discussion on atomic levels of science
and how further research into one area
of science can improve various
methods of science (i.e. better
understanding fuelants and
maintenance for transportation, more
efficient communication optimized to
a molecular level, and improved
effectiveness of chemicals to increase
quality of life through medicine and
mundane means), or any deeper
examples from previous materials.
Note: These examples may be brought
up at any time prior to this based on
student level of understanding. I only
mention this here at the end due to the
focus being on what is detailed and as
they approach their final assessment
of understanding this is where it may
vary in what to expect.

Friday: Students will write their essay

with prompt given prior and be
graded on their ability to include all 4
areas discussed while keeping it
relevant to how technology changes
with time in positive and negative
ways. This can relate to factual
support such as pollution and energy
or even more human based aspects
such as access of information leading
to more dangerous expeditions on the
internet alongside being able to
google help for their homework. This
will take all class and end their unit
on the evolution and progression of
technology in the 4 areas.
Resource Le Author Link to original or citation in APA Format How will Evaluation
xil / resource (you must
e be used in answer
class- each
13 describe question
90 whether it for each
will be source):
used as:
1. Is this
Read a reliable
Aloud, source for
the
Colla resource?
borative 2. Is the
reading, author an
expert?
Indep
Credential
endent
s?
research,
3. What
Other-BE year? Is
SPECIFI this the
C most
recent
informatio
n or is
there a
reason for
using an
older
resource?
4. Origi
nal
purpose of
the
resource
(inform,
persuade,
entertain)?
5. Is
there is
bias? Is it
appropriat
e to have a
bias for
this
material
(as in,
does it fit
the
purpose of
the unit?)?
6. Why
is this
material
appropriat
e to the
unit? How
this
resource
will help
students
 reach your
planned
objectives
?

Website #1 Va Varies http://students.ne.anl.gov/schools/us/1/ Site 1. Yes.

rie includes It is ran by
Argonne s many the
National resources governme
Laboratory on nt to high
atomic/nu standards.
clear
energy, 2. Yes,
how the its a
scope of conglomer
something ation of
so small well
can make researched
such a and
large merited
impact, individuals
and why ..
it is
valuable 3. Updat
to be able es to
to see current
small. date.
Planned Relevant.
to be used
4. Infor
for
m
independe
nt 5. No
research bias except
and what bias
location a
for governme
gathering nt might
examples add, but
of one of insignifica
the most nt..
commonl Appropriat
y debated e.
kinds of
energy. 6. This
(Applies resource
to quality contains
of life and informatio
transporta n on an
tion) important
aspect of
one of the
most
debated
aspects of
science,
nuclear
energy.
Its chosen
because it
will be a
clear and
focused
way to
illustrate
how
technology
can have
very
obvious
positives
and very
powerful
negatives.
Website #2 N/ http://newtech.coe.uh.edu/ While it is 1. Yes.
A focused
Web 2.0 on 2. No,
teaching selection
its the of people
categories reporting
that news.
matter.
3. Assu
Each bit
me
of the site
updating
is a
frequently.
different
May or
scope or
may not be
area.
relevant.
People,
Schools, 4. Infor
Communi m with
ties, etc. minor
Provides persuasion
examples
of how 5. Minor
communi bias
cation has possible,
evolved easy to
and where avoid if
we are found.
today as
well as 6. This
what this one is
means for slightly
conveying less
ideas. relevant
Planned but it is
to be used useful in
for an modelling
example communic
prior to a ation in
flow contrast to
diagram ways it
on how may have
informati been done
on is in the past.
communi If students
cated choose to
today in follow the
compariso communic
n to years ation idea
ago. then this
might
help.
 Informatio 13 Publish https://fab.lexile.com/book/details/9780415211 Certain 1. Yes,
nal Text #1 90 758/ sections well used
er will be book with
read plenty of
Basics of Michae
aloud to praises
l
Environ Allaby
portray sung about
mental how the it.
adaptation
Science of 2. Yes,
technolog Prize
y and winning
human author.
needs can Credential
either s earned
acknowle through
dge or merit and
ignore experience
nature in .
their
3. 1996.
developm
Very old,
ent and
but still
how this
useful and
can lead
credited
to strong
well.
negatives
Overall is
for certain
serving as
technolog
context
ies. Will
setting of
brainstor
environme
m ways
ntal
that
science
technolog
over a
y has
course of
manipulat
time, so
ed or
the older
altered
date is no
natural
issue.
cycles for
better or 4. Infor
worse. m

5. No
bias.
Appropriat
e

6. Very
important
as the
most
common
use of
giving
science
pros and
cons is
bringing
the
environme
nt into the
equation.
 A
backgroun
d
knowledge
of
environme
ntal
science is
near
critical for
understand
ing
progress
and
perspectiv
e.

Informatio 69 Creg https://fab.lexile.com/book/details/978074390 Theres 1. Yes

nal Text #2 0 an, 5695/ no better
kicker to 2. Yes,
Investigati Eliza author of
the
ng the beth importanc many
chemistry R. C. e of scale school
of Atoms than textbooks.
going
3. 2011.
down all
Relevant
the way to
but may be
the atoms
outdated
and
enough to
electrons
find
of
something
chemicals
new.
. Atoms
are a 4. Infor
personal m
favorite
of mine as 5. No
they bias except
illustrate to a
a scientific
technolog degree.
y that has (Students
always wont pick
existed up on it.)
but made
huge 6. This
changes one is a bit
in science out of
when it context as
became well, but it
known does serve
rather a purpose.
than There was
created. a time
Planned when
to be used atoms
for were
context completely
prior to a ignored
reflective and now
 writing with their
article on knowledge
how the concepts
discovery that were
of new never
technolog dreamt
ies can before are
affect a possible.
variety of This is
the listed mainly to
technolog go more
ies and indepth
our into
understan something
ding of like
them. quality of
(Commun life as it
ication, allows
Quality of better
Life, progress
Transport and
ation.) research of
medicine,
etc.

Online Bill http://bigthink.com/videos/bill-nyes-tech- So many 1. Yes

Video Nye predictions topics are and No,
covered there are
Big Think about the some
future that inconsiste
vary in ncies so as
scale but to make
can be the videos
just as palatable
important. for a
Renewabl younger
e energy? audience,
Flying but the
cars? teacher
Space? should
Can serve have no
for many issues in
different pointing
strategies out any of
but will these
most outdated
likely be concepts.
tuned for
Think 2. Yes,
Pair Bill Nye
Shares has been
and certified
KWHLQ and has
chart. won
various
awards for
his science
prowess as
well as his
merit as an
entertainer
.

3. Depe
nds on
video but
are all
quite old.
While
there are
no
substitutes
they still
cover
science
very well.

4. Entert
ain and
Inform

5. Yes
and no, not
enough to
make a
problem as
the ending
focus is
still on the
science
behind.

6. Bill
Nye
videos go
over so
many
concepts
this is
impossible
to not
include.
Theres
environme
ntal,
physical,
chemical,
health,
literally
everything
. Whatever
idea the
students
cling to
would be
easy to
bring up
and go
more in-
depth to.
Childrens 54 Rebec https://www.barnesandnoble.com/w/what-is- I dont 1. Its as
book 0 ca Kai science-rebecca-kai-dotlich/1112483768#/ really reliable as
Dotlic intend to a
What is h, incorpor childrens
Science? Sachi ate a book
ko children would get
Yoshi s book it. It has
kawa into the nothing
lesson, incorrect
but I about it,
suppose but may
it could not be as
be used thought
for a provoking
simplistic as desired.
interpret
ation 2. The
about the author has
many written
different many
forms of childrens
technolog books in
y and various
how they areas of
are all science,
around quite a few
us in life. of them
Could winning
serve as awards as
an exit well as
ticket herself.
activity
3. It was
catered
printed
to which
within the
area of
year, so
technolog
while it is
y is being
relevant it
gone
is still
over.
broad.

4. Infor
m and
Entertain

5. It has
bias in
terms of
simplificat
ion for
appeal to
kids, but
nothing
that
becomes
misleading
.

6. Its
not a
resource
Id
 actively
choose to
use to
relate the
ideas and
concepts
that will
be taught
to an 11th
grade
class, but
it could
serve as an
exit ticket
for
students as
they have
to apply an
11th grade
understand
ing to a
childrens
understand
ing and
make
some sort
of
comment
about the
evolution
and
simplicity
of
technology
.

Trade book 12 Alvin http://www.nsta.org/recommends/ViewProdu One of 1. For

#1 95 Silver ct.aspx?ProductID=18124 the most the
stein, commonl purpose of
The Breast y the lesson
Cancer Virgin
discussed to
Update ia topics of illustrate a
Silver technolog battle over
stein, y in a long
and medicine period of
Laura and time,
Silver progressi cancer
stein on is versus
Nunn. breast medicine,
cancer. A it serves as
Enslo
fight that a reliable
w has gone contextual
Publis on for source that
hers decades students
the text should not
will be struggle
used for too much
an to read
activity given their
where limited
students medicinal
will understand
follow ing.
out how
technolog 2. Dr.
y has Alvin
changed Silverstein is
and how a Professor of
it has Biology at the
been College of
both Staten Island
targeted of the City
to one University of
malady New York.
(and can Her other
be done collaborators
so for are similarly
others). credentialed
in separate
schools.
3. 2007
, so there
may be
sources
that are
more up to
date, but
perhaps
not as in-
depth into
how long
and how
many
changes to
medicinal
technology
have
occurred
under the
premise of
fighting
cancer.

4. Infor
m

5. No
bias, all
factual.

6. This
resource is
valuable
because it
gives a
relevant
example to
how
technology
is
constantly
changing
 to better
fight and
fit the
needs we
have and
discover as
humans in
the context
of quality
of life.
Students
will get a
detailed
perspectiv
e on how
through
time and
more
understand
ing
technology
betters
itself and
makes life
of a better
standard.

Trade book 14 Rebe http://www.nsta.org/recommends/ViewProdu Being 1. Yes,

#2 60 cca ct.aspx?ProductID=18463 able to source is
Stefo expand written by
Great the world a qualified
Inventions, ff.
in which author.
Microscop we
es and understa 2. Establ
Telescopes nd is an ished PhD
importan and author
t concept of around
to discuss 30 books
at least of similar
once lexile and
when reading
also audience.
discussin
3. 2008
g how
. The text
technolog
here has
y has
been
changed
deliberatel
over
y chosen
time.
as slightly
While it
older so
will not
not as go
be a
too much
focus of a
into detail
large
on electron
lesson it
microscop
serves as
es, but
an
instead
accessory
focus on
for a
what was
lesson in
that
which the developed
idea will into them.
be to
brainstor 4. Infor
m how m
technolog
5. Light
y creates
bias,
technolog
mostly
y and
factual but
why what
contains
weve
some
done in
agreed
the past
upon
can lead
opinions in
us to the
context of
developm
the
ents we
technology
make
discussed.
now.
(Scopes)
(Focus on
Spread of 6. This
Informati text is
on and important
Intake of because it
new gives
Informati strong
on. How supporting
does this context as
allow for to how in
improve being able
ments in to better
all understand
categorie and see the
s?) world
around us
communic
ation and
new
informatio
n have
lead
themselves
to
improving
technology
in many
ways.
(Telescope
;
transportat
ion and
communic
ation,
microscop
es, access
of
informatio
n and
quality of
life.)
Individual Unit Theme:
Subject: History Grade Level: 11
Focus Standards
History Standards:
Concept 1: Research Skills for History
PO 1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic
time scales.
PO 4. Construct graphs, tables, timelines, charts, and narratives to interpret historical
data.
PO 5. Evaluate primary and secondary sources for:
d. different points of view on the same historical event (e.g., Geography Concept 6
geographical perspective can be different from economic perspective)
PO 6. Apply the skills of historical analysis to current social, political, geographic, and
economic issues facing the world.
PO 7. Compare present events with past events:
b. change over time
Concept 9: Contemporary World
PO 5. Connect current events with historical events and issues using information from
class discussions and various resources (e.g., newspapers, magazines, television, Internet,
books, maps).

ELA Standards
Speaking and Listening:
Demonstrate collaborative discussion/listening skills in a variety of settings, both formal
and informal
11-12.RI.7 Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in print in order to address a
question or solve a problem.
11-12.SL.5 Make strategic use of digital media in presentations to enhance
understanding of findings, reasoning, and evidence to keep the audience engaged.
11-12.L.6 Acquire and use accurately general academic and domainspecific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be able to do:
The consequences of having access to nearly Recognize how technology
unlimited amounts of information has changed daily life
How technology allows humans to Connect the advancement of
communicate interpersonally and on a global technology to the expansion
scale of a global economy
The opportunities for human movement as a Understand how
result of transportation technology improvements in
The impact of technology on quality of life transportation technology has
altered the way people
migrate and travel
Determine the impact of
technology on health,
wellness and overall quality
of life

Texts Assessment
Here to There: An Animated History of Formative: Summative
Transportation Tweet the Infographi
https://www.youtube.com/watch?v=FaLCQo8NJFA Text c
This is an animated video that details the timeline of KWL Podcast
transportation technology. Chopstic Timeline
k word
pick- up
History of Vaccines Graphic
https://www.historyofvaccines.org/timeline Organizer
A timeline of the creation of vaccines s
Telescop
English to Ancient Writing Translator e Writing
http://www.paleoaliens.com/event/babylonian/index.h Poster
tml Printing
Students can translate words and sentences into Press
cuneiform and hieroglyphs Activity
Learning Plan: Scope and Sequence Differentiation
Using reading materials at
varying Lexile
Week 1: Students will learn about how technology Group work
offers allows for free access to unlimited amounts Multiple resources for
of information research
Monday: Students will learn about the original forms Choice in how to complete
of writing and compare and contrast them. They will the different infographic,
write their names in podcast and timeline
Egyptian hieroglyphs and Mesopotamian cuneiform. Reading, writing, speaking,
listening and visual learning
Tuesday: Students will learn about the printing press are all applied throughout the
by reading Johannes Gutenberg and the Printing Press: unit
Social & Cultural Impact. They will then create their Resources offer various forms
own printing press with stamps. of displaying information
such as text, video and audio
Following IEP and 504 Plans
Wednesday: Students will learn about the
internet. They will start by the class period by doing a
KWL chart, they will then do independent research on
History.com/inventions about the Invention of the
Internet while filling out a graphic organizer on how
the internet was created, why it was created, how it
has grown and how it has impacted humans.

Thursday: The teacher will read Its a Book to the

students who will then do a quick write as to whether
they prefer to get their information from digital or
print sources and why.

Friday: The students will fill out a vocabulary chart

that reviews the information they learned from the
week. They will then participate in a game in which
they have to use chopsticks to pick- up pieces of paper
that have vocabulary words on them.

Week 2: Students will learn about how

technological growth has changed the way and
scale on which people communicate.
Monday: Students will learn about early forms of
communication by completing various tasks with
increasing levels of communication. They will
complete a task without speaking, one by drawing a
picture, one by drawing a series of pictures, one by
writing to each other and one with speaking. They
should find each task to get easier the more advanced
the communication method gets.

Tuesday: Students will learn about pre- digital

communication devices such as the telegraph,
typewriter, radio, television and telephone. They will
do this by doing independent research through 100
Ideas That Changed the World and eHistory and
writing about the functions, dates and impact these
five different devices.

Wednesday: Students will learn about digital

communication by writing a mock text conversation
that discusses ways they communicate digitally and
how that impacts their lives on a personal and global
scale.

Thursday: Students will watch the Crash Course

videos. Afterwards they will come together in groups
of four and make a Venn Diagram poster discussing
the positives, negatives and objective facts associated
with globalization.

Friday: Students will record a podcast in their Venn

Diagram group that debates and determines whether
or not globalization is a positive development for
human civilization.

Week 3: Students will learn about how

transportation technology has changed the way
that humans move
Monday: Students will learn about early forms of
transportation such as the wheel, riding animals and
horse- drawn carriages. They will do this through
watching the transportation timeline video
and through direct instruction.

Tuesday: Students will learn about the development of

the railroad through history.com/inventions.
Wednesday: The teacher will give a short presentation
on the invention of cars and planes. Students will
create a timeline that shows the progression of cars
and planes from the late 1800s to today. They can use
history.com/inventions and eHistory as resources.

Thursday: Students will do a telescope write about

how cars, trains, planes and public transportation
impacts the world at a personal, local, national and
global level.

Friday: Students will place four different pins on a

giant world map. One color will be where they are
from. Another color will be where their parents are
from and the other two will be where their
grandparents are from. The end result should be a
map with pins scattered all around. The class will
then have a discussion on why this is the case.

Week 4: Students will learn about how technology

has impacted health and quality of life.
Monday: Students will start their infographic about
how technology has impacted all aspects of modern
life. They will then learn about the Black Death
through a simulation and about modern treatments for
bubonic plague through direct instruction.

Tuesday: Students will read about the creation

vaccines through the vaccine timeline and do a quick
write on how vaccines have changed society.

Wednesday: The teacher will give a quick

presentation on modern, everyday medicine and its
impact. Students will then go on to a pharmacy
website and create a shopping cart that contains five
items created within the last fifty years and explain
what each item is, why it is useful and why they chose
it.

Thursday: Students will have the class period to work

on their infographic.
Friday: Students will finish their infographic and share
it with a partner explaining each element and how
they interpret technologies impact on the
world. Students will turn in their infographic,
concluding the unit.
Resource Le Auth Link to original or citation in APA Format How will Evaluation
xil or / resource (you must
e Publ be used in answer
isher class- each
describe question
whether it for each
will be source):
used as:
1. Is this
Read a reliable
Aloud, source for
the
Colla resource?
borative 2. Is the
reading, author an
expert?
Indep
Credential
endent
s?
research,
3. What
Other-BE year? Is
SPECIFIC this the
most
recent
informatio
n or is
there a
reason for
using an
older
resource?
4. Origi
nal
purpose of
the
resource
(inform,
persuade,
entertain)?
5. Is
there is
bias? Is it
appropriat
e to have a
bias for
this
material
(as in,
does it fit
the
purpose of
the unit?)?
6. Why
is this
material
appropriat
e to the
unit? How
this
resource
will help
students
 reach your
planned
objectives
?

Website 12 Histor http://www.history.com/topics/inventions This source 1. Yes,

#1 00 y will be used this is a
L- Chann for students reliable
History 13 el to research source.
Channel 00 inventions
- L and 2. There
Inventio inventors are various
ns authors
and they
are not
named so
it is
impossible
to know
their
credentials
.

3. 2009-
Present

4. To
inform and
entertain

5. The
writing
style is
more
concerned
with being
easy to
understand
and
interesting
than
detailed.
The bias
makes the
articles
more
enjoyable
and less
overwhel
ming for
students,
however,
it may not
be as
informativ
e as peer-
reviewed
journal
entries.

6. The
source is
appropriat
e because
it offers an
extensive
variety of
resources
for
students to
research
most
historical
eras,
inventors
and major
inventions
that have
impacted
the world.
Website 1700 The http://ehistory.osu.edu/ The source 1. Yes,
#2 L- Ohio will be used this is a
1800 State for student reliable
eHistor L Unive research. source.
y rsity
2. The
authors
vary. The
site is
published
by an
accredited
university.

3. The
years vary
per
article/vid
eo.

4. The
original
purpose of
the site is
to inform
and be a
source for
research.

5. There
is not a
bias.

6. The
source is
appropriat
e as it
provides a
wide
variety of
articles
and videos
for
students to
explore.

Informa 1200 Paul http://www.nbcnews.com/id/6186351/ns/technology_ This source 1. Yes,

tional L- Boutin and_science/t/technological-revolution/ will this is a
Text #1 1300 highlight reliable
L some of the source.
A most
Technol important 2. The
ogical inventions author is
Revolut of the an
ion: 10 technologic expert. He
Technol al has
ogies revolution. worked as
That and how a software
Have they have engineer at
Dramati MIT, as a
cally manager
Change changed in Silicon
d the daily life. Valley and
Way as a writer
We for Wired
Live Magazine
and Slate.

3. 2013

4. The
original
purpose is
to
inform.

5. The
author is
pro-
technolog
y, but in
the article,
he makes
sure to
write
about the
positives
and
negatives
equally.

6. The
source is
appropriate
and allows
the teacher
to reach
objectives
because the
article
covers how
modern
technology
has
impacted
the four
elements of
technologic
al impact
discussed in
the unit.
Informa 1100 Aman https://owlcation.com/humanities/Johannes- This source 1. Yes,
tional L- da Gutenberg-and-the-Printing-Press-Revolution will provide this is a
Text #2 1200 Littlej students reliable
L ohn with source.
Johann valuable
es information 2. The
Gutenb on the author is a
erg and invention former
the and impact educator
Printin of the and writer
g printing for Owl
Press: press. Cation, a
Social site
& designed
Cultura to provide
l academic
Impact informatio
n.

3. 2017

4. The
original
purpose of
this article
is to
inform.

5. Ther
e is a bias
towards
demonstra
ting the
printing
press as
one of the
most
important
inventions
of all time.

6. The
source is
appropriat
e because
it provides
a detailed
account of
the
invention
of the
Printing
Press and
its impact
using text,
videos and
infographi
cs. The
printing
press is an
important
invention
 to study
because it
impacts
how
people
accessed
informatio
n and how
they could
communic
ate.

Online Cras https://www.youtube.com/watch?v=5SnR- Students 1. Yes,

Video h e0S6Ic&t=230s and will watch this is a
Cour https://www.youtube.com/watch?v=s_iwrt7D5OA&t both reliable
Crash se =310s videos and source
Course then work
World together to 2. No,
History- create a he does
Globaliza Venn not have
tion 1- Diagram official
The on a large credentials
Upside piece of
and 3. 2012.
poster
Globaliza It is up to
paper. On
tion 2- date.
e side of
Good or the 4. The
Bad? diagram purpose is
will be to inform
positives, and
the other educate.
side will
be 5. There
negatives is no bias,
and the the videos
middle discuss
will be both sides
objective of the
facts. Eac issue
h section equally.
must have
at least 6. The
five source is
points. appropriat
e because
it is
relevant to
the content
and
presents
the
informatio
n in an
entertainin
g, yet
informativ
e way. It
discusses
the
 positives
and
negatives
of
globalizati
on in
detail and
offers
arguments
for both
sides.

Childre 170 Lane http://www.lanesmithbooks.com/LaneSmithBooks/Its_ Students 1. No,

ns L Smit a_Book.html will read this is not
book h this book a reliable
and make source.
Its a connections
Book to their own 2. The
lives on author is
their not an
preference expert on
for physical technologi
books as cal
opposed to change.
digital
3. 2010
information
and how the 4. The
invention of original
personal purpose is
computers to
has entertain
impacted and
how convey a
humans message.
access
information 5. There
and what is a bias
they do towards
with their print
technology. books over
digital. Th
e bias
helps to
demonstra
te the
negative
impacts of
technolog
y on a
personal
level.

6. The
source is
appropriat
e for the
unit
because it
talks
 shows a
disparity
in books
and digital
technolog
y and how
it changes
peoples
mindsets
around
consumpti
on of
informatio
n.

Trade 1400 The https://www.amazon.com/TIME-Ideas-that-Changed- Students 1. Yes,

book #1 L- Editor World/dp/160320170X/ref=sr_1_1?s=books&ie=UTF will use this this is a
1500 s of 8&qid=1511131992&sr=1- book as a reliable
TIME 100 L TIME 1&keywords=time+100+ideas+that+changed+the+wor reference to source.
Ideas that ld learn about
Changed the most 2. The
the World: powerful authors are
History's inventions, the editors
Greatest inventors of TIME
Breakthro and ideas in magazine.
ughs, world
Inventions 3. 2011
history.
, and
4. The
Theories
original
purpose is
to inform.

5. There
is no bias.

6. The
book is
relevant
and
appropriat
e because
it covers
most of
the major
inventions
talked
about in
the unit
and how
they
changed
the
world.
 Trade 1000 Clive https://www.amazon.com/dp/B00C5R7AJK/ref=rdr_ki The source 1. Yes,
book #2 L- Thom ndle_ext_tmb will be used this is
1100 pson for reliable
Smarter L collaborativ source.
Than e reading.
You 2. He is
Think: an
How expert. He
Technol writes for
ogy is Wired
Changin Magazine.
g Our
Minds 3. 2014
For the
4. The
Better
purpose is
to
persuade
and inform

5. There
is a bias
towards
the
positives
of
technolog
y. The
bias helps
students to
understand
how
humans
have
benefitted
from
technolog
y.

6. The
source is
appropriat
e because
it helps
students to
see how
various
technologi
cal
developme
nts
throughout
history
have
improved
human
potential.

Individual Unit Theme:

Subject: Math Grade Level:
11th
Focus Standards
A2.F-IF.C.7 - Graph functions expressed symbolically and show key features of the graph, by
hand in simple cases and using technology for more complicated cases.
o Functions include linear, quadratic, exponential, polynomial, logarithmic, rational,
sine, cosine, tangent, square root, cube root and piecewise-defined functions.
A2.F-IF.C.8 - Write a function defined by an expression in different but equivalent forms to
reveal and explain different properties of the function.
o Use the properties of exponents to interpret expressions for exponential functions
and classify those functions as exponential growth or decay.
A2.A-SSE.A - Use structure to identify ways to rewrite polynomial and rational expressions.
Focus on polynomial operations and factoring patterns.
1112.RST.2 - Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but
still accurate terms.
1112.RST.5 - Analyze how the text structures information or ideas into categories or
hierarchies, demonstrating understanding of the information or ideas
1112.WHST.1 - Write arguments focused on disciplinespecific content.
o Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s)from alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims, reasons, and evidence.

Enduring Understanding Learning

Outcomes
Important Concepts: Students will
Determine whether data is valid and justify your reasoning to use know and be able
it. to do:
How to interpret a graph and what each axis represents in real Functions
life? that create
What is a good deviation on a graph for the best possible parabolas
representation of data? and graph
Does the representation work for all situations? If not where and and
why does it not work? understand
what the
graph is
representin
g.
Collect
data and
graphically
display the
informatio
n.
Parabolic
formulas
and create
 a formula
so they
may make
predictions
as to how
the trends
will
change
over time.
The
functions
of a
graphing
calculator
to make a
polynomia
l function
for a set of
data.
Texts Assessment
McDougal Littell Algebra 2: Student Edition (The available Formati Summa
school text) ve: tive:
https://www.math.utah.edu/~wortman/1050-text-ef.pdf (Part of
the article about growth and decay)
Group Quizze
http://www.math.harvard.edu/~engelwar/MathS305/Polynomial
activitie s
DifferenceTables.pdf (Article on making polynomials using first, s using (online
second, and third differences) scatter and on
plots paper)
http://www.auditorroles.org/files/toolkit/role2/Tool2aAustinCi and Test
tyAud_GuidanceTestingReliability.pdf (Data reliability checks developi Analysi
article) ng a s
function papers
to best
fit.
P
l
o
t
d
a
t
a
o
n
a
g
 r
a
p
h
Activity
reading
function
s and
graphs
Exit
tickets

Learning Plan: Scope and Sequence Differentiation

Week 1: Provide
1. Develop an understanding of data collecting and reliability of multiple
data. Read an article about checking the reliability and validity of text at
data. differing
2. Review plotting collected data on a graph. Determine what the Lexile
designate reference axis will be on the graph i.e. time vs distance. levels to
Discuss the different graphs that can be used and what makes give
some more useful than others. McDougal book to reference the students
material. the
3. Draw linear graphs that appear to balance data on both side of line opportunit
and connect as many data points as possible. Determine if the y to use
trend is increasing or decreasing over all in the graph and what the informatio
meaning of the increase or decrease is over the graph. Watch n that best
MathBFF to see how these are linked together. fits them
a. These days are used to solidify whether data is valid and proper Follow all
justification to use it. protocol
Week 2: and needed
1. Review slope of a line and axis interceptions along with slope materials
intercept form. Draw the graphs that match the slope intercept in
form and indicate the interceptions and what they represent in the accordance
graph. Read section from textbook McDougal. with their
2. Review development of linear functions based on lines. Find the 504 plans
important points on a line to determine the slope intercept form. or IEPs
Use random points on the line to determine the function of the The use of
line. Watch Khan videos and practices to check for understand. Khan
3. Review finding the differences on data table and what it means to Academy
the graph. Review that the differences are the changes in the input for further
and output of the table. Discuss how the table should be ordered practice
for the most accurate informations and what it is if there are and videos
second or third differences. Read article Polynomials Differences that
Table. demonstrat
e the skills
a. This week is about interpreting graphs and what each axis and
represents in real life. explain in
Week 3: a different
1. Create data scatter plots with a prediction line that is well way than
balanced, make linear functions that fit the prediction line. the teacher
Determine the trend of the data and make predictions based on the might
data using both the function and the graph. Visit Khan Academy explain
for students to research trend lines. MathBFF
2. Use data tables that do not produce a well-balanced linear on youtube
prediction line but the differences of the data table indicate a as
possible polynomial. Allow students to read Murderous Math to assistance
collect small pieces of data to create a non-linear scatter plot. for those
3. Review creating and graphing polynomials using specific points seeking a
and whether the graph is increasing or decaying. Find the domain unique
and range of the graph and new function created. Watch MathBFF way to
video on domain and range of functions. This allows for the build on
students to see a difference perspective than the teachers. skills that
4. Determine domain and range of functions and how realistic they may
domain and range is found and represented for data graphs. have fallen
a. This week students are understanding deviation on a graph for the behind on
best possible representation of data. since this
Week 4: course has
1. Collect data about technology development over a set time period. many
In an analysis paper the students will provide the following prerequisit
a. Students can choose phones, computers, automotive, etc. as their es to
technology. complete
b. What is being represented in the data, like speed, safety, positives Collaborati
or negatives in lives, etc. ve work to
c. Students must justify the validity of their data. review
2. Create data tables determine whether the graph is linear or validity
exponential. Create a scatter plot graph to verify the hypothesis and help
correctness. Make a prediction line for the scatter plot and the check for
function for the prediction line, verify with graphing calculator. accuracy
Must during
3. Determine the deviation of the prediction line you created and most
whether there is too much variation or not. Explain the calculator assignment
function and the deviation that it created. s
4. Determine the domain and range of the function and then the
realistic domain and range if different. Students will explain what
it means for the realistic domain and range of data graphs and
functions and why it does or does not match the mathematical
domain and range. The students will collaborate within a group to
peer review their analysis for both justification and accuracy.
Students will be given an opportunity to use Wolfram to check the
functions and graphs of others.
 . Students are asking themselves, Does the representation work for
all situations? If not where and why does it not work?

Res L Auth Link to original or citation in APA Format How Evalua

ourc e or / will tion
e x Publi resour (you
il sher ce be must
e used answe
in r each
class- questi
descri on for
be each
wheth source
er it ):
will
be 1. Is
used this a
as: reliabl
e
R source
ead for the
Aloud resour
, ce?
2. Is
C the
ollabo author
rative an
readin expert
g, ?
Crede
In
ntials?
depen
3.
dent
What
year?
Is this
resear the
ch, most
recent
Other- inform
BE ation
SPECI or is
FIC there a
reason
for
using
an
older
resour
ce?
4. O
riginal
purpos
e of
the
resour
ce
(infor
m,
persua
de,
enterta
in)?
5. Is
there
is
bias?
Is it
approp
riate to
have a
bias
for
this
materi
al (as
in,
does it
fit the
purpos
e of
the
unit?)?
6.
Why
is this
materi
al
approp
riate to
the
unit?
How
this
resour
ce will
help
 studen
ts
reach
your
planne
d
objecti
ves?

Web 8 Khan khanacademy.org Indepe 1. Ye

site 0 Acade ndent s well
develope
#1 0 my resear d
L ch to informat
- fill in ion
9 any about
polynom
0 gaps ials
0 and
L studen 2. Ye
ts may s, Khan
the
use founder
the has
site as many
a universit
ies
refere
nce to 3. C
review ontinu
ously
being
update
d

4. In
form -
Develop
ed by
Mr.
Khan to
assist his
daughter
in
 mathem
atics

5. N
on-
bias
just a
good
resour
ce for
math
learnin
g

6. A
llows
studen
ts to
study
or
refresh
thems
elves
on the
conce
pts
that
are
being
taught

Web 1 Wolf http://mathworld.wolfram.com/ Indepe 1. Y

site 2 ram ndent es
#2 0 resear trusted
0 ch to among
L assist many
- in univer
1 develo sities
3 ping
0 skills 2. Y
0 and es the
L checki develo
ng pment
answe compa
rs step ny is
by sponso
step. red by
Stude many
nts univer
may sities
also
3. C
use ontinuou
this to sly
graph being
updated

4. Inf
orm
- Chec
k for
accura
cy and
 guided
steps
neede
d for
functi
ons
and
graphi
ng

5. N
on-
bias

6.
When
doing
peer
review
great
resour
ce to
check
all
steps

Info 1 Kevi https://www.math.utah.edu/~wortman/1050- Collab 1. Y

rmat 0 n orativ es
iona 0 Wor text-ef.pdf e develope
d at
l 0 tma readin Universi
Text L n g to ty of
#1 - review Utah
1 the
2. Y
1 what es
0 growt professo
0 h and r of
math
L decay educatio
on a n at
graph Universi
looks ty of
Utah
like in develope
expon d article
ential
functi 3. Fr
ons. om
fall
2017
lesson

4. Inf
orm
- Help
educat
ors
teach
growt
h and
decay
of
expon
ential
 functi
ons

5. T
oward
educat
ion

6. It
allows
for
practic
e and
explai
ns
growt
h and
decay

Info 8 Mat http://www.math.harvard.edu/~engelwar/Math Collab 1. Y

rmat 0 hem orativ es
iona 0 atica S305/PolynomialDifferenceTables.pdf e Harvar
l L l readin d
Text - Asso g so textbo
#2 9 ciati studen ok
0 on of ts may
0 Ame review 2. Y
L rica what es
first MAA
and
3. 2
secon
005,
d
the
differe
textbo
nces
ok for
are
mathe
and
matics
how
educat
they
ion for
help
Harvar
deter
d
mine
the 4. In
power form -
s and Great
rate of guide
chang into
e. unders
tandin
g the
differe
nces
on
input
output
tables

5. N
o its
pro
math
 6. St
udents
can
review
and
have a
differe
nt look
into
how
the
differe
nces
are
used
for
creatin
ga
graph

Onli You https://www.youtube.com/user/mathbff 1. Y

ne Tub es,
Vid e tutor
eo for
many
yout colleg
ube. e
com studen
ts

2. Y
es PhD
in
mathem
atics

3. C
ontinu
ously
being
update
d

4. En
tertain/I
nform -
Study
and
review
previo
us
materi
al to
fill in
any
prereq
uisites

5. N
o pro
math
 6. G
ood
for
review
ing
prereq
uisites
and
gives
anothe
r
explan
ation
of
skills

Chil 8 Pos http://www.murderousmaths.co.uk/ Indivi 1. Y

dren 0 kitt dual es
s 0 Kjar resear used
boo L tan ch, in
k - studen many
1 ts will eleme
0 use ntary
0 these classro
0 books oms
L for
practic 2. Y
e on es
data PhD in
collect mathe
ion matics
and educat
review ion
if
3. 2
necess
011
ary
last
time it
was
publis
hed

4. E
ntertai
ning
for
educat
ion

5. N
o

6. T
hese
books
create
an
enterta
ining
view
on
 how
many
differe
nt
types
of
maths
are
done

Trad 1 Holt https://my.hrw.com/index.jsp 1. Y

e 0 McD es
boo 0 ouga nation
k #1 0 l al
L publis
- her
1
1 2. Y
0 es,
0 many
L school
use
this
book

3. 20
13 latest
edition

4. Inf
orm
- For
studen
t
refere
nce

5. N
o

6. St
udents
can get
more
practice
and
develop
their
skills
needed
for the
lesson
Trad 1 City http://www.auditorroles.org/files/toolkit/role2/ Collab 1. Y
e 2 of orativ es
boo 0 Aust Tool2aAustinCityAud_GuidanceTestingReliab e
ility.pdf 2. Y
k #2 0 in, readin
es
L Tx/ g real
Audito
- Audi life
rs
1 tor explan
collect
3 ation
data
0 of the
and
0 import
L must
ance
verify
of
validit
reliabl
y
e data
and 3. U
how pdated
cities every
check 2
for years
validit
y. 4. In
form -
Learn
how
data
collect
ion is
handle
d in
real
life

5. N
o

6. St
udents
can
learn
to
collect
data
and
justify
why
they
are
using
it