Grade 10 - Self and Society

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

demonstrate a willingness to find unique solutions to problems that arise during the design process
identify methods to improve their abilities to work with others during problem-solving activities
demonstrate the ability to use community resources to help solve problems that come up during the design process
describe new careers and occupations in technological fields and determine their educational prerequisites
identify gender and ethnic bias in technological fields
demonstrate confidence and positive attitudes when solving problems that occur during the design process
describe how societal pressures influence technological advancements and, conversely, how technological changes influence society

To view the prescribed learning outcomes for Self and Society in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students develop critical- and creative-thinking skills as they generate solutions to problems that occur during the design process. They become more responsible users of technology and are increasingly aware of the implications of technology at home and in the workplace.

Generate a set of problems relevant to students (e.g., devise ways of increasing student awareness of school-related environmental issues). Have them suggest solutions and act on them. As students generate needs and solve problems, encourage them to:
- devise plans, goals, and timelines
- complete daily progress reports that reflect their personal accomplishments and provide criteria for future improvement
- make decisions and find ways to overcome setbacks
- hold regular group discussions to monitor progress and improve group performance
Engage students in a class discussion on issues related to accessing and policing the Internet, or the effect of the automobile on society. Alternatively, have them present lists of new consumer technologies that add a level of luxury to our lives, but are not needed to serve our basic needs.
Have students interview resource people who can help them generate the best solutions to problem they found during the design process.
Ask students to design and make a product that will help humanity.

SUGGESTED ASSESSMENT STRATEGIES

As students explore and discuss ideas and work toward solving problems, they demonstrate their design skills, their group interaction skills, and their abilities to understand complex relationships. To help students clarify and communicate their understandings, ask questions about the processes and strategies they are using.

Observe

While students are working in design teams, look for evidence that they are able to:
- assume different group roles
- manage time and resources effectively
- work to ensure the success of the group

Question

Discuss the role of mentors, and how students could find mentors in technological fields that interests them. Ask questions such as:
- How could a mentor help you pursue this career?
- Who do you know in this field who could serve as a mentor for you?
- How could you find mentors in the community? What community businesses and organizations might employ people in this field?
- What is the first thing you could do to find a mentor?

Collect

Students each interview someone who works in a technological field, write a report summarizing theresearch, and develop an educational plan for that occupation. Collect the reports, and look for evidence that students are able to:
- identify all facets of the jobs
- identify relevant personal attributes and skills
- generate sequential lists of educational requirements (e.g., high school courses, postsecondary education, on-the-job training)