How has technology affected
life in New Hampshire?
K-3 students should be
able to:
define technology; give
examples from their own experience and community of how technologies affect
people and how people use technologies.
1. Identify, describe, and
make a visual list of the technologies they use throughout a day, from
wake-up time until sleep-time; compare this with some of the daily technologies
a New Hampshire adult would use. Compare these with what would be used
in another time in history.
2. Identify how technology
affects the lifestyles of people in their community by observing and identifying:
the ways people keep warm and cool
the kinds of houses people live in
the ways people procure and prepare their food
the ways people communicate
the ways people travel
the ways people make a living
the ways people have fun
the ways people get rid of trash and waste
3. Compare current uses of
technology (above) with uses of technologies in other eras.
4. Identify technologies
visible in old photographs of students' families, households, and communities.
Compare these with technologies today.
5. Visit a local industry
or farm to learn about the technologies used on-site for production: compare
this with technologies used by an earlier version of the same industry,
and hypothesize how the differences affected workers and products.
6. Determine, by asking older
people in the household or community, how changes in technology have changed
life in the student's home and community in the last three generations.
7. Identify, in old magazines,
early versions of household technologies; compare the old with the contemporary
and hypothesize how life has changed with changes in household technologies.
8. Make or collect pictures
of transportation technologies used in the students' community in the present,
recent past, and distant past.
9. Pick a spot in the community
and listen quietly; identify which sounds come from sources of human technology;
hypothesize what sounds would have greeted a listener in at least one earlier
era in the same location.
10. Tour and make a map of
a local neighborhood showing what parts of the landscape have been affected
by technology; evaluate whether the effects are beneficial or harmful to
(a) the community and (b) the ecosystem.
11. Invite household, school,
or community members to speak to the class and use examples from their
own lives to find out how (a) life is better now than it used to be, thanks
to technology, and/or (b) life is worse now than it used to be, thanks
to technology.
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