WalterStage1

=Stage 1 Identify Desired Results= Grade Level: Freshman grade 9
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results

Performance indicator a) Analyze a system using the principles of boundaries,subsystems, inputs, outputs,feedback, or the system’s relation to other systems and design solutions to a system problem.
 * Standard A1. Systems**

Students use a systematic process, tools and techniques, and a variety of materials to design and produce a solution or product that meets new needs or improves existing designs. Performance indicators a. Identify new problems or a current design in need of improvement. b. Generate alternative design solutions. c. Select the design that best meets established criteria. d. Use models and simulations as prototypes in the design planning process. e. Implement the proposed design solution. f. Evaluate the solution to a design problem and the consequences of that solution. g. Present the problem, design process, and solution to a design problem including models, diagrams, and demonstrations.
 * Standard: B2 Skills and Traits of Technological Design**

Performance indicator a. Explain how science and technology influence the carrying capacity and sustainability of the planet.
 * Standard: C3. Science, Technology & Society**

Performance indicators c. Explain the concept of carrying capacity and list factors that determine the amount of life that any environment can support. d. Describe the critical role of photosynthesis and how energy and the chemical elements that make up molecules are transformed in ecosystems and obey basic conservation laws. ||
 * Standard: E2. Ecosystems**

//What understandings are desired?//
nature of life and Earth's place in the solar system • the basic needs of life will determine how technology, science and engineering can support life on another planet. • Mars has a unique environment, natural resources, geography and characteristics that is similar to Earth's. ||
 * //Students will understand that:// **(U)** ||
 * • humans explore the planets, sun and moons to learn about the history, future, and

//What essential questions will be considered?//
• How are obstacles must be overcome to create a Mars colony and support human life? • How to life sustaining systems interrelate and are interdependent in relation to energy and matter? ||
 * **Essential Questions:** **(Q)** ||
 * • What is human kinds place in the universe? Can science save the human race?

//What key knowledge and skills will students acquire as a result of this unit?//
• limited resources can be curtailed with conservation • Research methods,Use models and simulations as prototypes in the design planning process. • Present the problem, design process, and solution to a design problem including models, diagrams, and demonstrations || • Explain: identify the Mars environment for challenges and resources for a human settlement. • Interpret: illustrate current and future space colony technology. • Apply: create and propose a portfolio of scientific learning process. • Perspective: analyze human experience by exploring space. • Empathy: consider the interrelationships involved in life sustaining technologies. • Self-Knowledge: reflect on their design to the class, team and interdisciplinary teachers. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • Current space technology in food production, resource recycling and production.


 * 2004 ASCD and Grant Wiggins and Jay McTighe**