Title: Technology Over Time

Overview & Outcomes:

Over time technology changes. Also, all technologies have positive and negative aspects. In the previous lesson, Foundations/Awareness Lesson 2, students explored how science and technology are affected by society through elected governmental officials making budgetary decisions associated with U.S. science research and development appropriations. As a homework assignment for Option 1, students were asked to identify a senior citizen who they can interview about the nature of technologies in areas, such as clothing, transportation, and communications, when they were the age of the student. In this lesson students will examine how technologies have changed, explore the nature of those changes, and consider the positive or negative aspects of technology. It will be followed by Foundations Awareness Lesson 4 in which they will explore how ancient people developed and used technologies that changed their societies.

This lesson helps learners:

• compare how common technologies have changed over time.
• understand that all technology involves trade-offs.

The concept map found in Foundations/Awareness Lesson 1 shows model relationships among concepts Foundations/Awareness Lessons 1 through 7 plus 9 and 10 seek to develop.

Background Notes for the Teacher:

Content. While technologies are initially developed to improve the quality of life, all technologies have both positive and negative spin-offs. Initially, the positive spin-offs of a technology may appear to far out weigh the negative effects. Over time, negative impacts that were not initially obvious may be discovered that outweigh the positive aspects. The spin-offs may not be recognized until after the technology is in place and commonly accepted as a necessary part of life. At that point, it may be very difficult for people to accept the negative aspect of the technology because they are dependent upon it and to replace the technology. DDT, aerosol cans that use CFCs as propellants, disposable diapers, air conditioners and refrigerators that use CFCs, and the automobile are another good examples. This lesson may be enhanced by encouraging students to look beyond the personal benefits of technology. Rachel Carson's Silent Spring (even excerpts) can be very useful in this regard.

Options.

Option 1. Interview of a senior citizen.

Option 2. A Historical Look at Technology

Additional Teacher References.

1. Sebranek, P., Meyer, V. and Kemper, D. (1992). Write source 2000. Burlington, WI: Educational Publishing House.
2. Science and Technology Timeline from Time Lines on File
3. Carson, Rachel. (1962). Silent Spring.

Materials:

For Option 1.

For each student.
1. A LOOK AT TECHNOLOGY INTERVIEW QUESTIONS
2. A LOOK AT TECHNOLOGY INTERVIEW DATA

For Option 2.

• For each student.
  1. Science and Technology Timeline from Time Lines on File
  2. Student worksheet: A Historical Look at Technology

Preparation:

Instructional Procedures:

Option 1 (2 Days, 40 minutes each), Option 2 (1Day, 40 minutes)

Option 1, Day 1. (40 minutes)

1. Check that each student has the name and age of a senior citizen who they can interview. Give each student a copy of the LOOK AT TECHNOLOGY INTERVIEW QUESTIONS form. Indicate that they will interview the senior citizen they identified about the different technological areas listed on the form.
2. Place the students in pairs to develop an introduction to the interview and the interview questions they will use-at least one question per area of technology that appears on the form. (The teacher may want to give student hints on structuring and conducting interviews based upon the discussion of these inWrite Source 2000 or a similar source.)
3. Once a pair of students has cleared their interview with the teacher, they should practice the interview with each other.
4. Give each student a copy of the LOOK AT TECHNOLOGY INTERVIEW DATA form. Assist the students in calculating the decade during which the senior citizen they will interview was the age the student is now. This decade should be entered on the top of the Past Decade column on the form.

Homework Assignment. Students are to conduct the interviews. Notes should not be taken directly on the A LOOK AT TECHNOLOGY DATA form. Responses should be summarized in the Past Decade column of the A LOOK AT TECHNOLOGY DATA form.

Option 1, Day 2. (40 minutes)

1. Students should return to their pair groups to complete the Present Decade column of the A LOOK AT TECHNOLOGY DATA form.
2. Each pair should review their interview data to answer the following four questions:

   • Question 1: In which area(s) has the technology changed the most, and what were those changes?

   • Question 2: In which area(s) has the technology changed the least, and what were those changes?

   • Question 3: How did the senior citizens believe technology influenced their lives in a positive manner?

   • Question 4: How did the senior citizens believe technology influenced their lives in a negative manner?

3. Hold a class discussion in which the students share their responses to the four questions.
4. Ask the students, "Is technology positive or negative?" Discuss that every technology has both positive and negative implications. Select one or two technologies from areas on the interview, and discuss positive and negative aspects.

Option 2. (40 minutes)

1. Divide class into 8 cooperative groups. Assign each group one of the following categories: clothing, transportation, communication, education, recreation, health care, food and in the home (in the home refers to items such as furniture, heating systems, appliances, building materials, etc.)
2. Have each group complete the Historical Look at Technology worksheet based on their prior knowledge of their category for the time periods indicated (1860, 1930, 2000).
3. After 5 minutes, provide copies of the Science and Technology Timeline. This should provide more information and verification of student-generated responses.
4. As groups share their findings, summarize them on the board, overhead or large sheet of paper. Reserve space or plan for an additional column in which the consequences or trade-offs of technology, both positive and negative, are identified.
5. Hold a class discussion in which the students by identifying both positive and negative consequences realize the long term implications of technology. For example, improved transportation results in accident victims reaching the hospital faster. However, the trade-off is that more people survive, thus adding to an already growing population. There are also pollution trade-offs as well.

Assessment/Portfolio Items:

The following pieces of evidence from the lesson could be included in a student's portfolio:

• A LOOK AT TECHNOLOGY INTERVIEW QUESTIONS

• A LOOK AT TECHNOLOGY INTERVIEW DATA

• A HISTORICAL LOOK AT TECHNOLOGY

along with any notes or tape-recording made during the interview.

Journal Entries.

1. Have each student select a piece of technology that the student believes he/she could not live without, and explore both positive and negative aspects of it.
2. Is technology positive or negative?

Student:

Interview Introduction:

Clothing Interview Q:

Communications Interview Q:

Education Interview Q:

Food Interview Q:

Health Care Interview Q:

Household Interview Q:

Recreation Interview Q:

Transportation Interview Q:

Change Interview Q:

How has technology influenced your life?

In what ways has technology had the most positive influence on your life? Please explain.

In what ways has technology had a negative influence on your life? Please explain.

Thank you:

Senior Citizen: Age

Student Age

Click Here to go to Lesson 4: An Example of Technology Impacting Society: The Atlatl