Technology: Solution, Problem, or Both? 1. Question & Research Task SLIDE NAVIGATION Technology: Solution, Problem, or Both? 1. Question & Research Task Next 1 2 3 4 5 6 Evidence of our core technologies is all around us. They are both the products and processes that allow us to live our lives as we know them. However, in addition to positively impacting our lives, the application of our core technologies sometimes comes with unintended consequences. Perhaps you can think of an invention that has been used differently from how it was intended—perhaps to solve a new problem? Or a invention that started with good intentions but ended up creating new problems? Take, for example, GPS. They were initially designed to help people navigate from one point to another. However, while this solved a problem, which was the length of time it took people to find directions, it also created other problems. The questions of privacy, distracted driving, and even an over-reliance on GPS to the point of moving in directions that are clearly wrong, has helped GPS serve as both a solution and an issue. Play the video linked above to learn more about core technologies and how they impact our daily lives. Image Source: Safari In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question: How do the application and combination of core technologies impact us?

History of Technology & Advancements When Technology Wounds 2. Information Sources SLIDE NAVIGATION Next 1 2 3 4 5 6 Choose several of the information sources linked here to complete the Student Activity on Slide 3. History of Technology & Advancements When Technology Wounds The Unanticipated Consequences of Technology Unintended Consequences of New Tech Review Core Technologies Examples Technology Through the Years IBM computer in 1955. Image Source: World Book Online

3. Student Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 To help you analyze the sources, use this notetaking resource as you explore each source. If your teacher chooses, you may work collaboratively in small groups and then share your analysis. If this is an option, using OneDrive to work on the resource together is recommended. Remember you will be using these notes to help you support your paper slide presentation. Genetically modified corn. Image Source: World Book Online

4. Assessment Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 How do the application and combination of core technologies impact us? Using your research on the core technologies, their presences, and how technologies’ solutions to problems can sometimes backfire or have uses their creators never imagined, create a paper slide video addressing the following components: Choose an innovation/invention that impacts your current life AND an innovation/invention that must have impacted your grandparents’ lives. Identify the core technologies involved with both of these innovations/inventions. What were the unintended consequences of each? Were they mostly positive/negative—or a more of a direct trade off? Your teacher will use this rubric to assess your paper slide. As well as addressing each component, be sure your paper slide answers the essential question. Technological advancements in 1800s. Image Source: World Book Online

5. Enrichment Activities SLIDE NAVIGATION Next 1 2 3 4 5 6 Sometimes technology is originally designed to solve one problem, but ends up solving something else entirely. And sometimes, mistakes end up working in ways we never imagined. 15 Life-Changing Inventions that were Created by Mistake Research a few inventions or innovations that were created by mistake. Consider their original intention and how they ended up working in their creator’s favor. Then, consider a current invention and its uses, and design a way that this technology could be used to solve a problem different from the way it was intended. Draw a picture of this technology’s alternate use and identify the core technologies involved in your reimagining. The Slinky was an accidental invention. Image Source: Business Insider

6. Teacher Resources 1 2 3 4 5 6 Learning Standards Alignment SLIDE NAVIGATION 1 2 3 4 5 6 Learning Standards Alignment Content Learning Standards Standard Four: Core Technologies and The Designed World - Students will demonstrate knowledge of the core technologies that underpin the designed world and major enterprises that produce the goods and services of the designed world. Core technologies include but are not limited to biotechnology, electrical, electronics, fluid, material, mechanical, optical, structural, and thermal technologies. Major enterprises include medical, agriculture, biotechnology, energy and power, information and communication, transportation, and manufacturing and construction technologies. Common Core State Standards for English Language Arts & Literacy Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Think: Learners display curiosity and initiative by: I.A.2 Recalling prior and background knowledge as context for new meaning. Create: Learners engage with new knowledge by following a process that includes: I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning. Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes: I.C.1 Interacting with content presented by others. Grow: Learners participate in an ongoing inquiry-based process by: I.D.2 Engaging in sustained inquiry. P21 Framework: 21st Century Student Outcomes 3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand. ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information. Grade 9 & 10 Engineering Principles Objective: Students will conduct brief, focused research in order to synthesize their findings into a paper slide. Time Frame: 2 90-min class periods Differentiation strategies for this lesson: Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed. Notes to the teacher: Collaborate with your school library media specialist to plan and implement this lesson. Last updated: July 2018 Report broken links to BCPS Library Media Programs & Digital Resources 443-809-4035 BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.