The primary content standard for the Evolution of Technology module, to which all of the lessons in the module contribute, is:

"Evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of objects, organisms, and natural and designed systems. The general idea of evolution is that the present arises from materials and forms of the past. Although evolution is most commonly associated with the biological theory explaining the process of descent with modification of organisms from common ancestors, evolution also describes changes in the universe." NSES: (9-12), p. 119

The following standards and benchmarks are specific to lessons in the module:

Lesson 1: Introduction/Pre-Assessment

The pre-assessment concept map activity provides insight into students' understanding of earlier grade-level standards and benchmarks that pertain to the module.

"Science and technology are pursued for different purposes. Scientific inquiry is driven by the need to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations." NSES: (9-12), p. 192

"Technology is the way in which humans modify the world around them to meet their needs and wants or to solve practical problems. Technology can range from building protective shelter and growing food to formulating cancer-fighting drugs and constructing a multi-level network. Technology extends human potential by allowing people to do things they could not otherwise do." STL: p. 22

"New products and systems can be developed to solve problems or to help do things that could not be done without the help of technology." STL: (6-8), p. 27

"The development of technology is a human activity and is the result of individual or collective needs and the ability to be creative." STL: (6-8), p. 27

"The nature and development of technological knowledge and processes are functions of the setting." STL: (9-12), p. 31

Lesson 2: Technologies Over Time

"Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research." NSES: (9-12), p. 192

"Communicate and defend a scientific argument. Students in school science programs should develop the abilities associated with accurate and effective communication. These include writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments." NSES: (9-12), p. 176

"Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations." NSES: (9-12), p. 192

Lesson 3: How Technologies Work

"Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research." NSES: (9-12) p. 192

"Make and interpret scale drawings." BSL: (9-12) p. 297

"Students in school science programs should develop the abilities associated with accurate and effective communication. These include writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments." NSES: (9-12), p. 176

Lesson 4: Effects of Technology

"Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations." NSES: (9-12), p. 198

"The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed." NSES: (9-12), p. 198

"Humans use many natural systems as resources. Natural systems have the capacity to reuse waste, but that capacity is limited. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically." NSES: (9-12), p. 198

"In deciding on proposals to introduce new technologies or to curtail existing ones, some key questions arise concerning alternatives, risks, costs, and benefits. What alternative ways are there to achieve the same ends, and how do the alternatives compare to the plan being put forward? Who benefits and who suffers? What are the financial and social costs, do they change over time, and who bears them? What are the risks associated with using (or not using) the new technology, how serious are they, and who is in jeopardy? What human, material, and energy resources will be needed to build, install, operate, maintain, and replace the new technology, and where will they come from? How will the new technology and its waste products be disposed of and at what costs?" BSL: (9-12), p.57

Lesson 5: Into the Future

"In evolutionary change, the present arises from the materials and forms of the past, more or less gradually, an in ways that can be explained." BSL: (9-12), p. 275

"The human ability to shape the future comes from a capacity for generating knowledge and developing new technologies — and for communicating ideas to others." BSL: (5-8), p.55

Lesson 6: Closing

"Any system is usually connected to other systems, both internally and externally. Thus a system may be thought of as containing subsystems and as being a subsystem of a larger system." BSL: (6-8), p. 265

"Technological systems often interact with one another." STL, (6-8), p. 49

The closing assessment activities are a sampling of key ideas from across all of the lessons and address all of the standards and benchmarks from the lessons. The inclusion of main concepts in the concept map will vary by student.

Other standards and benchmarks are addressed across the lessons of the module. These include the following:

History and Nature of Science

"Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world." NSES: (9-12), p. 201

"The historical perspective of scientific explanations demonstrates how scientific knowledge changes by evolving over time, almost always building on earlier knowledge." NSES: (9-12), p. 204

Abilities to Do Inquiry

"Formulate and revise scientific explanations and models using logic and evidence." NSES: (9-12), p. 175

"Use tables, charts, and graphs in making arguments and claims in oral and written presentations." BSL: (9-12), p. 297

References

The content, abilities, and skills to be achieved by students in the Voyages Through Time curriculum are based on standards from the National Science Education Standards (NSES), National Research Council, 1996, and on benchmarks from Benchmarks for Science Literacy (BSL), American Association for the Advancement of Science, 1993.

Go to Top