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It includes core disciplinary standards such as nature of technology, systems thinking, creativity, critical thinking, ethics, and real-world contexts like AI, transportation, energy, and communication. It further provides NGSS and CCSS benchmark references and describes an ENGAGE phase using a Jetsons video, guided questioning, and transition to a sensor-based model clubhouse.","| Criterion | Domain | Benchmark |\n| --- | --- | --- |\n| 2. Demonstrating effective teaching practices | 3. Instruction | 3b. Using Questioning and Discussion Techniques |\n| 4. Providing clear and intentional focus on subject matter content and curriculum | 1. Planning and Preparation | 1a. Demonstrating Knowledge of Content and Pedagogy |\n| 4. Providing clear and intentional focus on subject matter content and curriculum | 1. Planning and Preparation | 1c. Setting Instructional Outcomes |\n| 6. Using multiple student data and elements to modify instruction and improve student learning | 1. Planning and Preparation | 1f. Designing Student Assessments |\n| 8. Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning | 4. Professional Responsibilities | 4d. Participating in a Professional Community |\n\n| Core Disciplinary Standards | 1. | Nature and Characteristics of Technology and Engineering |\n| --- | --- | --- |\n|  | 2. | Core Concepts of Technology and Engineering |\n|  | 3. | Integration of Knowledge, Technologies, and Practices |\n|  | 4. | Impacts of Technology |\n|  | 5. | Influence of Society on Technological Development |\n|  | 6. | History of Technology |\n|  | 7. | Design in Technology and Engineering Education |\n|  | 8. | Applying, Maintaining, and Assessing Technological Products and Systems |\n| Practices | 1. | Systems Thinking |\n|  | 2. | Creativity |\n|  | 3. | Making and Doing |\n|  | 4. | Critical Thinking |\n|  | 5. | Optimism |\n|  | 6. | Collaboration |\n|  | 7. | Communication |\n|  | 8. | Attention to Ethics |\n| Contexts | 1. | Computation, Automation, Artificial Intelligence, and Robotics |\n|  | 2. | Material Conversion and Processing |\n|  | 3. | Transportation and Logistics |\n|  | 4. | Energy and Power |\n|  | 5. | Information and Communication |\n|  | 6. | The Built Environment |\n|  | 7. | Medical and Health-Related Technologies |\n|  | 8. | Agricultural and Biological Technologies |\n\n| Standards for Technological and Engineering Literacy (STEL) Benchmarks |  |\n| --- | --- |\n| STEL-7N. | Practice successful design skills. |\n| STEL-7O. | Apply tools, techniques, and materials in a safe manner as part of the design process. |\n| STEL-8F. | Identify why a product or system is not working properly. |\n| Next Generation Science Standards (NGSS) Benchmarks |  |\n| 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |\n| 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |\n| Common Core Mathematics Standards (CCSS Math) Benchmarks |  |\n| CCSS.MATH.CONTENT.5.NF.B.5 | Interpret multiplication as scaling (resizing) . |\n| CCSS.MATH.CONTENT.\u003Cbr>5.NF.B.5.A | Interpret multiplication as scaling (resizing), Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. |\n| MP.2 | Reason abstractly and quantitatively. (3-5-ETS1-3) . |\n| Common Core English Language Arts Standards (CCSS-ELA) Benchmarks |  |\n| CCSS.ELA-LITERACY.W.5.2.D | Use precise language and domain-specific vocabulary to inform about or explain the topic. |\n\n\n| STEL Practice | How you will include this? |\n| --- | --- |\n| Systems Thinking | Systems Thinking refers to the understanding that all technologies contain interconnected components and that these technologies interact with the environments in which they operate. Students learn about and use their understanding of the universal systems model, consisting of inputs, processes, outputs, and feedback, to program their automated clubhouse using a variety of sensors (thermal, light, and touch) . |\n| Making and Doing | Students will design, model, build, and use technological systems (including a Micro:bit) . Students learn by the carrying out of physical activ","cbCaipUO8ZEfGaFB","https://ap.wps.com/l/cbCaipUO8ZEfGaFB","pdf",259735,10,"English","en",105,"# Instructional Practice and Planning\n## Benchmark Domains and Practices\n## Systems Thinking, Making, and Critical Thinking\n# ENGAGE Lesson Phase\n## Video Context and Discussion Prompts\n## Transition to the Model Clubhouse","[{\"question\":\"What is the purpose of the ENGAGE phase in the lesson?\",\"answer\":\"The ENGAGE phase is designed to pique student interest and personally involve students while also pre-assessing prior understanding through activities like video viewing and discussion.\"},{\"question\":\"How does the document connect technology standards to classroom instruction?\",\"answer\":\"It links teaching practices—such as questioning, focus on curriculum, setting instructional outcomes, and designing assessments—to technology and engineering literacy goals and benchmarked practices.\"},{\"question\":\"What questioning prompts are used to guide students during ENGAGE?\",\"answer\":\"Students are prompted to reason about what makes devices respond, such as what turns on the light, doorbell ringing, fan operation, and how learners can know why these systems work.\"}]","10210621 | PDF",1788383179,4,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":14,"title":14,"keywords":33,"description":15,"schema_data":34,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"",{"@graph":35,"@context":84},[36,52,67],{"@type":37,"itemListElement":38},"BreadcrumbList",[39,43,47,50],{"item":40,"name":41,"@type":42,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":44,"name":45,"@type":42,"position":46},"https://docshare.wps.com/template/","Template",2,{"item":48,"name":13,"@type":42,"position":49},"https://docshare.wps.com/template/presentations/",3,{"item":51,"name":14,"@type":42,"position":29},"https://docshare.wps.com/template/10210621/187469/",{"url":51,"name":14,"@type":53,"author":54,"headline":14,"publisher":56,"fileFormat":59,"inLanguage":23,"description":15,"dateModified":60,"datePublished":61,"encodingFormat":59,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":40,"name":57,"@type":58},"DocShare","Organization","application/pdf","2026-09-05","2026-09-02",true,{"@type":64,"interactionType":65,"userInteractionCount":46},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What is the purpose of the ENGAGE phase in the lesson?","Question",{"text":74,"@type":75},"The ENGAGE phase is designed to pique student interest and personally involve students while also pre-assessing prior understanding through activities like video viewing and discussion.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"How does the document connect technology standards to classroom instruction?",{"text":79,"@type":75},"It links teaching practices—such as questioning, focus on curriculum, setting instructional outcomes, and designing assessments—to technology and engineering literacy goals and benchmarked practices.",{"name":81,"@type":72,"acceptedAnswer":82},"What questioning prompts are used to guide students during ENGAGE?",{"text":83,"@type":75},"Students are prompted to reason about what makes devices respond, such as what turns on the light, doorbell ringing, fan operation, and how learners can know why these systems work.","https://schema.org",{"og:url":51,"og:type":86,"og:title":14,"og:site_name":57,"og:description":15},"article",{"robots":88,"canonical":51},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":91},[92,95,100,105,110,115,120,125,130],{"id":12,"doc_module":11,"doc_module_name":45,"category_name":13,"show_sort_weight":93,"slug":94},90,"presentations",{"id":96,"doc_module":11,"doc_module_name":45,"category_name":97,"show_sort_weight":98,"slug":99},12,"Resumes",80,"resumes",{"id":101,"doc_module":11,"doc_module_name":45,"category_name":102,"show_sort_weight":103,"slug":104},14,"Invoices",70,"invoices",{"id":106,"doc_module":11,"doc_module_name":45,"category_name":107,"show_sort_weight":108,"slug":109},15,"Posters",60,"posters",{"id":111,"doc_module":11,"doc_module_name":45,"category_name":112,"show_sort_weight":113,"slug":114},16,"Social Media",50,"social-media",{"id":116,"doc_module":11,"doc_module_name":45,"category_name":117,"show_sort_weight":118,"slug":119},17,"Forms",40,"forms",{"id":121,"doc_module":11,"doc_module_name":45,"category_name":122,"show_sort_weight":123,"slug":124},18,"Letters",30,"letters",{"id":126,"doc_module":11,"doc_module_name":45,"category_name":127,"show_sort_weight":128,"slug":129},21,"Paper Templates",5,"papers-templates",{"id":131,"doc_module":11,"doc_module_name":45,"category_name":132,"show_sort_weight":4,"slug":133},158,"General","general-158"]