ia tech content area: industrial · pdf filethe industrial arts & technology curriculum is...

Industrial Arts & Technology CurriculumAligned to the New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

IA Tech

Content Area: Industrial Arts

Course Title: IA Tech Grade Level: 6, 7 & 8

Grade 6 Table of Contents – Click Here

Grade 7 & 8 Table of Contents – Click Here

Date Created: August 1, 2015

Board Approved on: August 24, 2015

Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



IA Tech


Course Title: IA Tech Grade Level: 6

Unit 1: Safety Pacing Guide – Click Here

Unit 2: Planning Pacing Guide – Click Here

Unit 3: Crea:ng Pacing Guide – Click Here






Introduc:on

The industrial arts & technology curriculum is comprised of many elements. The body of the doc-

ument is broken into two distinct sections based on grade level. The program for sixth grade stu-

dents focuses on safety, technical drawing, proper tool usage, and product construction tech-

niques. The program for seventh and eighth grade youngsters emphasizes both traditional and

contemporary technologies in a problem-solving format. It builds on the rudimentary industrial

arts skills fostered in the sixth grade program, which is a more structured and formalized program.

All aspects of the entire program have been aligned with both state and national curricular stand-

ards. Additionally, the majority of resources used are noted. This list is ever evolving to remain

current with trends in technology. Finally, this is meant to be a living document to include addi-

tions and/or modifications so the program might adapt to the ever-changing role of technology on

our society.

When preparing our children for the world in front of them, any competitive edge we can provide

is a true gift. Though no one subject can endow youngsters with this benefit, industrial arts and

technology go a long way in the process. Students are exposed to a wide array of traditional and

contemporary technologies in an environment that is highly accessible. No matter what a student’s

learning style, there are activities to support their needs. Whatever career path a child follows, in-

dustrial arts and technology contain thematic elements that fortify their interests. Set up as a prob-

lem-solving venue, this program fosters responsibility and excitement in learning. Students with

essential skills can go wherever the road of knowledge takes them.

Throughout each unit, the students will be utilizing the following Career Ready Practices:

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.




Table of contents

Unit 1: Safety

Content Area: Industrial Arts & Technology

Unit Title: Safety

Target Course/Grade Level: Grade 6

Unit Summary

This first unit of sixth grade starts off the marking period with an introduction to power tools, skills of

each, and specific safety rules for each.

Primary interdisciplinary connections:

Science:

Identify which tools are simple machines.

Compare safety needs in I/A Tech with safety needs in a science lab.

Spanish:

Name the tools using their Spanish names.

ELA:

Write a safety rap.

21st Century Standards

9.2 Career Awareness, Exploration and PreparationStudents will explore the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements

9.3 Career and Technical Education Architecture & Construction Career ClusterAll students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)

21st century skills:

Informa:on Literacy

Access and Evaluate Information

Access information efficiently (time) and effectively (sources)

Evaluate information critically and competently

Use and Manage Information

Use information accurately and creatively for the issue or problem at hand

Manage the flow of information from a wide variety of sources

Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of in-

formation

Media Literacy

Analyze Media

Understand both how and why media messages are constructed, and for what purposes




Examine how individuals interpret messages differently, how values and points of view are included or

excluded, and how media can influence beliefs and behaviors

Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media

Create Media Products

Understand and utilize the most appropriate media creation tools, characteristics and conventions

Understand and effectively utilize the most appropriate expressions and interpretations in diverse, mul-

ti-cultural environments

ICT (Informa:on, Communica:ons & Technology) Literacy

Apply Technology Effectively

Use technology as a tool to research, organize, evaluate and communicate information

Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking

tools and social networks appropriately to access, manage, integrate, evaluate and create information to

successfully function in a knowledge economy

Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of

information technologies

Unit Rationale

The transition to middle school signifies a stage of maturation for students and exposes them to many new

experiences. For the majority of sixth graders, this will be their first experience with handling and using

tools. Before they are able to demonstrate skill with each of the tools, each student must learn their proper

handling and unique safety requirements in order to avoid injury.

Learning Targets

Standards

This class addresses the New Jersey Core Curriculum Content Standards for Technology as a start. It also

draws from the Common Core State Standards for Math and English Language Arts/Literacy.

Content Statements

Students begin this marking period class with an introduction to each tool and learn which specific tasks

each tool can complete. Students then learn how to safely handle each tool, with the goal of the unit being

the independent, successful operation of each tool.

CPI # Cumulative Progress Indicator (CPI)

8.2.8.E.1 Identify ways computers are used that have had an impact across the range of

human activity and within different careers where they are used.

8.2.8.D.5 Explain the impact of resource selection and the production process in the

development of a common or technological product or system.

Unit Essential Questions

How are tools used to help humans build?

Why is it important to know how to use

each tool safely before you plan to build?

Unit Enduring Understandings

Safety rules and procedures exist to ensure

that students do not hurt themselves when building

or creating.

Students must follow safety rules if they

wish to build.

Unit Learning Targets

Students will ...

document tool use, practices, and related safety.




describe basic elements of construction.

practice using tools

Evidence of Learning

Summative Assessment

As a culminating assessment for this unit, students will demonstrate the proper and safe use and operation

of all of the power and hand tools.

Equipment needed:

Safety goggles

Hand tools (hammer, mallet, flat head screwdriver, etc.)

Power tools (band saw, jigsaw, etc.)

Teacher Resources:

Formative Assessments

teacher observation

crossword puzzle

journal responses

student demonstrations

Lesson Plans Lesson Timeframe

Introduction to

Tools 1 class

Review Safe Usage

of Tools1 class

Demonstrate Safe Usage

of Tools1 class

Teacher Notes:

Curriculum Development Resources:




Lesson 1

Content Area: Safety

Lesson Title: Introduction to Tools Timeframe: 1 period

Lesson Components

21 st Century Themes

Global Awareness Financial, Economic,

Business, and

Entrepreneurial Literacy

Civic Literacy X Health Literacy

21 st Century Skills

Creativity and

Innovation

X Critical Thinking and

Problem Solving

Communication

and Collaboration

Information

Literacy

Media Literacy ICT Literacy X Life and Career Skills

Interdisciplinary Connections:

Spanish – name tools in Spanish and English

Science – identify which tools/parts of tools are simple machines

Integration of Technology:

EdHead’s Simple Machines: http://www.edheads.org/activities/simple-machines/

Museum of Science and Industry – Simple Machines: http://www.msichicago.org/online-

science/simple-machines/activities/simple-machines-1/

Equipment needed:

Tools

Safety glasses

Goals/Objec:ves Learning Ac:vi:es/Instruc:onal

Strategies

Forma:ve Assessment

Tasks

Students:

Use safety glasses daily

View demonstrations of

tool usage

Understand the purpose

of each tool

demonstrated

Lesson Sequence

1. Assign safety glasses to each

student.

2. Name each tool.

3. Demonstrate the proper use of each

tool.

4. Explain the proper application/

purpose of each tool.

comprehension checks

class discussion

journal responses

Differentiation

Special Needs – handouts showing pictures, names, uses, and safety precautions for each tool


http://www.msichicago.org/online-science/simple-machines/activities/simple-machines-1/

http://www.msichicago.org/online-science/simple-machines/activities/simple-machines-1/

http://www.edheads.org/activities/simple-machines/

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120








ESL – handouts showing pictures of tools with names of tools in English and native language

Gifted Learners – identify combinations of simple machines that make up each tool

Mainstream Learners –

Resources Provided

safety glasses

hand tools

power tools




Lesson 2


Lesson Title: Review Safe Usage of Tools Timeframe: 1-2 periods

Lesson Components



Business, and




X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

Information

Literacy



ELA

Write a safety rap


blog, wiki, or Google docs for writing and revising essays

Hot Chalk – writing a rap: http://lessonplanspage.com/musicwriterapsong68-htm/

Lesson Planet – writing a rap: http://www.lessonplanet.com/lesson-plans/rap

Equipment needed:

safety glasses

laptops

tools


Strategies

Forma:ve Assessment

Tasks

Students:

Wear safety glasses for

each class period

Review tool names,

uses, and safety

procedures

Write a rap

Lesson Sequence

1. Review proper names, uses, and

safety procedures for each tool in a

game or quiz format.

2. Review results of game/quiz as a

group.

3. In pairs or small groups, write a rap

that reviews the safety procedures for

using assigned tools.

4. Perform the rap for classmates.

game/quiz

class discussion

rough draft of rap

oral presentation

Differentiation


http://www.lessonplanet.com/lesson-plans/rap

http://lessonplanspage.com/musicwriterapsong68-htm/









Special Needs – Provide rhyme lists for students with language difficulties; Pair students strategically

with more able writers; Reduce number of required lines for rap

ESL – Provide outline of rap with blanks for ESL student to fill in; Pair students strategically with more

able writers

Gifted Learners – Allow students to add music to their rap; increase number of required lines for rap


Resources Provided

Google accounts for students

Safety glasses

tools




Lesson 3


Lesson Title: Demonstrate Safe Usage Timeframe: 1 lesson

Lesson Components



Business, and




Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

Information

Literacy



Science

explain how each tool is connected to a simple machine


Equipment needed:

safety glasses

power and hand tools


Strategies

Forma:ve Assessment

Tasks

Students:

Use safety glasses

during each class

Demonstrate the correct

usage of each tool

Explain possible uses for

each tool

Lesson Sequence

1. Oral review of general safety rules

for class

2. Students demonstrate proper/safe

use of each tool

3. Discuss possible uses for each tool

as demonstrations are completed

class discussion

student demonstrations

Differentiation

Special Needs – allow to demonstrate tool usage with a partner

ESL – allow to create a video of proper tool usage in order to practice safety rules in English

Gifted Learners – create a user manual for future students


Resources Provided

hand and power tools










Table of contents

Unit 2: Planning


Unit Title: Planning a Project


Unit Summary

This second unit focuses on planning a project; this includes drawing plans to scale, creating a materials

list, and writing detailed steps for construction.


ELA:

write detailed directions

Math:

create a scaled drawing

calculate materials necessary for project

Art:

create a 3-D drawing of project plans



9.3 Career and Technical Education Architecture & Construction Career ClusterArts, A/V Technology, & Communications Career Cluster All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)

Career Ready Practices









Unit Rationale

Before students can create a project, it is necessary to plan the details of the project first. This unit will

help break the task down into manageable parts so that students will experience more success than




frustration when creating a project.

Learning Targets

Standards



Content Statements

Students will learn the difference between 2-D and 3-D drawings and the importance of each. Students

will then learn how to calculate how much of each supply item they will need to create a project from

wood. Finally, students will plan out the procedure for creating a project.


8.2.5.C.1 Collaborate with peers to illustrate components of a designed system.

8.2.5.C.2 Explain how specifications and limitations can be used to direct a product’s

development.

8.2.5.C.3 Research how design modifications have lead to new products.

8.2.5.C.4 Collaborate and brainstorm with peers to solve a problem evaluating all solutions to

provide the best results with supporting sketches or models.

8.2.5.C.5 Explain the functions of a system and subsystems.

8.2.5.C.6 Examine a malfunctioning tool and identify the process to troubleshoot and present options

to repair the tool.

8.2.5.C.7 Work with peers to redesign an existing product for a different purpose.





6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.

6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard

algorithm for each operation.

6.G.1 Solve real-world and mathematical problems involving area, surface area, and volume.


What is a scale drawing?

Why are scale drawings important?

Why is it important to have a written plan

to follow when building something?


Scale drawings help builders visualize

projects.

Planning projects out helps builders make

more accurate models.


Students will ...

Describe basic elements of construction

Analyze 2D and 3D drawings and select a product

Create materials list a wood-cut layout

Verify efficiency of wood layout






As a culminating activity for the unit, students will work in groups to plan a project product. Students will

create a materials list, a 3-dimensional drawing of project to scale, and a wood-cut layout.

Equipment needed:

Paper and drawing supplies

Wood

Tools

Teacher Resources:


3-D drawing of finished product

materials list

plans for project

Lesson Plans Lesson Timeframe

Scale

Drawings 2-3 classes

Construction

Plans2-3 classes

Teacher Notes:

Curriculum Development Resources




Lessons 1 & 2

Content Area: Scale Drawing & Construction Plans

Lesson Title: IA Tech Timeframe: 4-6 classes

Lesson Components


X Global Awareness X Financial, Economic,

Business, and


Civic Literacy Health Literacy


X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy

X Media Literacy ICT Literacy X Life and Career Skills


Math

Find area of wood necessary to complete a project.

Calculate total amount of wood needed for project.


Google docs – write construction plan; share with peers for review

Equipment needed:

Hand and power tools

Drawing paper, rulers


Strategies

Forma:ve Assessment

Tasks

Students:

Examine sample 2-D

and 3-D drawings of

projects

Create a 3-dimensional

drawing of planned

project.

Create a list of

materials needed to

complete a project.

Draw wood cut layout.

Lesson Sequence:

1. Review project choices with

students.

2. Review differences between 2-D

and 3-D drawings.

3. Students will draw plan for project

selected.

4. Students will write a construction

plan for project that includes a

pictorial layout of wood pieces to be

cut.

5. Students will share plans with

students for peer feedback.

class discussion

drawings

measurements

layout of wood pieces to

be cut










6. Students will revise plans as

necessary.

Differentiation

Special Needs – partner strategically

ESL –

Gifted Learners -


Resources Provided




Unit 3: Crea:ng & Construc:ng


Unit Title: Creating & Constructing


Unit Summary

The remainder of the marking period of 6th grade I/A Tech will be spent working as a team to build the

product selected and planned by the group. All students will participate and contribute in meaningful

ways.


Science:

apply understanding of physics to construction of products with moveable parts.

Math:

transfer scale-drawing measurements to real measurements with accuracy.


9.1 Personal Finance LiteracyStudents will learn important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student’s college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.


9.3 Career and Technical Education Architecture & Construction Career ClusterArts, A/V Technology, & Communications Career Cluster Science, Technology, Engineering & Mathematics Career ClusterAll students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)








CRP11. Use technology to enhance productivity. Unit Rationale




Having reviewed the rules for safety and proper tool operation and having created a detailed plan, students

are now ready to build a product. Students will problem solve and work together to finish the product.

Learning Targets

Standards



Content Statements

Being able to work together and collaborate on a project is a practical life skill that is essential to students’

future success. Students will have the opportunity to collaborate on this activity at every step of the

process.


8.2.5.C.1 Collaborate with peers to illustrate components of a designed system.

8.2.5.C.2 Explain how specifications and limitations can be used to direct a product’s

development.

8.2.5.C.3 Research how design modifications have lead to new products.

8.2.5.C.4 Collaborate and brainstorm with peers to solve a problem evaluating all solutions to

provide the best results with supporting sketches or models.

8.2.5.C.5 Explain the functions of a system and subsystems.

8.2.5.C.6 Examine a malfunctioning tool and identify the process to troubleshoot and present options

to repair the tool.

8.2.5.C.7 Work with peers to redesign an existing product for a different purpose.










Why is it important to “measure twice and

cut once”?

Why does collaboration matter?


Measuring twice ensures that you are paying

attention and helps avoid mistakes.

Collaborating well with others is one of the

most important skills to learn for future success.


Students will ...

Cut wood accurately

Take measurements accurately

Follow a building plan accurately




Make a project from wood accurately and successfully



As a culminating activity, students will follow the plans that they created to make a stool, chair, table, or

other small object from wood. Successful collaboration also means that students decide with whom the

finished project goes home.

Equipment needed:

written plans

lumber

nails and/or screws

power and hand tools

Teacher Resources:


spot checks

communication log

journal responses

Teacher Notes:





IA Tech


Course Title: IA Tech Grade Level: 7 & 8

Unit 1: Trading Spaces Pacing Guide – Click Here

Unit 2: Design a Lamp Pacing Guide – Click Here

Unit 3: Going Graphic Pacing Guide – Click Here

Unit 4: Forensic Factoids Pacing Guide – Click Here

Unit 5: Lego Lunacy Pacing Guide – Click Here

Unit 6: Roving Robots Pacing Guide – Click Here

Unit 7: Vivid Videos Pacing Guide – Click Here






Table of Contents

Unit 1


Unit Title: Trading Spaces

Target Course/Grade Level: Grades 7 & 8

Unit Summary

In this unit, students will design a new living space for their home. They will budget and shop for items to

decorate the space and will create a scale model of the new room.


Foreign Language:

write descriptions of room in Spanish or French

Math:

determine area, dimensions, and perimeter

create a budget spreadsheet




9.3 Career and Technical Education Architecture & Construction Career ClusterArts, A/V Technology, & Communications Career Cluster Finance Career ClusterScience, Technology, Engineering & Mathematics Career ClusterAll students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)







CRP3. Attend to personal health and financial well-being.










Unit Rationale

Students in middle school are beginning to express their own style and independence. This project gives

them the forum to create a space for themselves while also making them aware of costs and time

requirements to create a space for themselves.

Learning Targets

Standards



Content Statements

This project will require students to create a budget, a scale drawing, and models of furniture to fill a room.


8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results

8.1.8.A.5 Create a database query, sort and create a report and describe the process, and

explain the report results.

8.2.8.C.4 Identify the steps in the design process that would be used to solve a designated problem.

8.2.8.C.5 Explain the interdependence of a subsystem that operates as part of a system.

Create a technical sketch of a product with materials and measurements labeled.

8.2.8.C.6 Collaborate to examine a malfunctioning system and identify the step-by-step

process used to troubleshoot, evaluate and test options to repair the product,

presenting the better solution.

8.2.8.C.7 Collaborate with peers and experts in the field to research and develop a product

using the design process, data analysis and trends, and maintain a design log with

annotated sketches to record the developmental cycle.

8.2.8.C.8 Develop a proposal for a chosen solution that include models (physical, graphical or

mathematical) to communicate the solution to peers.

W.8.2.A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information into broader categories; include formatting (e.g., headings), graphics (e.g.,

charts, tables), and multimedia when useful to aiding comprehension.










As a culminating activity for this unit, students will create a 3-D model and illustration of a redecorated

living space. The model must include furniture in scaled size, doors and windows (with indicated swing)

to accurately portray range of motion, and screen shots of décor showing lighting and decorative touches.

Also required is a spreadsheet outlining cost of the entire project.

Equipment needed:

laptops with internet access

Excel, or other spreadsheet program

Access to shopping sites for price quotes

Pictures of product

Teacher Resources:


Budget proposal

Color scheme

Presentation of completed project

Teacher Notes:


Lesson Components


Global Awareness X Financial, Economic,

Business, and




X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy



Various shopping websites

Excel spreadsheet or Google spreadsheet program

3-D drawing programs

Equipment needed:

laptops with internet access










Table of Contents

Unit 2


Unit Title: Design a Lamp


Unit Summary

In this unit, students will design and create a working lamp with a nautical theme.


Social Studies:

locate geographical elements of favorite beaches to incorporate into nautical theme

Science:

complete a circuit




9.3 Career and Technical Education Manufacturing Career ClusterScience, Technology, Engineering & Mathematics Career ClusterAll students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)










Unit Rationale




Students can apply science skills learned about creating and completing a circuit in a real-world problem

by creating a working lamp. This is a hands-on opportunity to figure out what makes a circuit complete.

Learning Targets

Standards



Content Statements

In addition to the basics of building a working lamp, students will also work with design elements, create a

materials list, and create a scaled 3-D drawing of the lamp prior to constructing it.



8.1.8.A.5 Create a database query, sort and create a report and describe the process, and

explain the report results.












W.8.2.A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information into broader categories; include formatting (e.g., headings), graphics (e.g.,

charts, tables), and multimedia when useful to aiding comprehension.






As a culminating activity for this unit, students will design, construct, and wire a lamp and shade with a

nautical theme. There is an optional extension activity to create matching bookends as well.

Equipment needed:

wiring kits

lamp base

lightbulbs

materials to make shades and stands




Teacher Resources:


materials list

3-D scale drawing of lamp and shade

lamp function

design components

theme

Teacher Notes:


Lesson Components


Global Awareness X Financial, Economic,

Business, and




X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy



Social Studies

Science

Foreign Language


YouTube – How to wire a lamp: https://www.youtube.com/watch?v=EyS3HbsQFV8

Equipment needed:

Lamp wiring kits

Hand tools


https://www.youtube.com/watch?v=EyS3HbsQFV8









Table of Contents

Unit 3


Unit Title: Going Graphic


Unit Summary

Students will create a video of original animation using a combination of original and provided shapes.


Math:

Creating, blending, and adapting shapes

Music

Set the video to music



9.3 Career and Technical Education Arts, A/V Technology, & Communications Career Cluster All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)









Unit Rationale

In a society that relies more and more heavily on technology, students will be expected to be familiar with

a wide variety of programs and techniques. This project will expose them to animation programing, which

may, in turn, inspire students to a future career or area of study.

Learning Targets

Standards






Content Statements

In addition to the technology of this project, students will also be reviewing basic shape structures and

elements as they animate and transform them.



8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world

problem or theory.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex.

telecollaborative project, blog, school web).















What is animation?

What us the importance of editing?


Animation is creating the illusion of

movement in otherwise stationary objects by

adjusting the drawing of objects.

Editing helps the person creating something

to refine images and create a better, more polished

product.


Students will ...

Use existing computer-generated shapes and make them interact with one another in a 5-second

animation.

Utilize key framing techniques to change and/or move objects.

Create a second, original animation using original shapes.

Incorporate texture, lighting, and transitions to create one smooth motion animation.



As a culminating activity for this unit, students will create two animated videos of 5 or more seconds each,

using a combination of stock and original graphics.




Equipment needed:

Computers

Video editing programs

Film making tools

Teacher Resources:


storyboard video of stock shapes

Teacher Notes:


Lesson Components


X Global Awareness Financial, Economic,

Business, and




X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy

X Media Literacy X ICT Literacy X Life and Career Skills


Foreign Language

narrate the video in Spanish or French


video-making software

editing tools for smooth transitions

Equipment needed:

computers

movie making software (iMovie or other)










Table of Contents

Unit 4


Unit Title: Forensic Factoids


Unit Summary

This unit teaches students to use observation and logical thinking to solve a crime scene scenario.


ELA:

create an arrest warrant

Science:

study blood type

study fingerprint patterns



9.3 Career and Technical Education Law, Public Safety, Corrections & Security Career ClusterScience, Technology, Engineering & Mathematics Career ClusterAll students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)













Unit Rationale

With the increasing popularity of true-crime shows and increasing job opportunities in forensic science and




medicine, this unit provides real hands on experience for students who might be considering this as a

possible course of study and career. Even for those who have no interest in a forensics career, this unit

provides real opportunity for students to practice precise observation skills and logical, cause-and-effect

thinking skills, which are necessary to almost any career or course of study.

Learning Targets

Standards



Content Statements

This unit incorporates science skills in a real-world application setting and provides authentic experience

to practice logical thinking and evidence-based arguments, a skill vital to success in ELA, science, math,

and social studies.



8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business

letters or flyers) using one or more digital applications to be critiqued by

professionals for usability.


problem or theory.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases

to find information to solve a real world problem.




Why do police use science to help solve

crimes?

Why is careful observation an important

element in solving crimes?


Science helps police defend their

observations and support identification of suspects

in a crime.

Careful observation is important in solving a

crime because there are so many different ways to

profile a criminal and prove beyond a shadow of a

doubt that someone may be guilty.


Students will ...

Analyze fingerprint patterns to help identify the guilty party

Analyze blood spatter patterns to help determine the cause, location, and time of death

Use witness descriptions to create a sketch of possible criminal and crime events

Use Faces program to create a sketch of a suspect

Create an arrest warrant






As a culminating activity for this unit, students will identify the guilty party in a crime and issue an arrest

warrant for his/her capture.

Equipment needed:

Faces software program

Fingerprinting kit

Blood spatter analysis kit

Teacher Resources:


Sketch of criminal

Mug shot analysis

Blood spatter analysis

Interviews

Teacher Notes:


Lesson Components



Business, and


X Civic Literacy X Health Literacy


Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy



Science

Identify student’s own blood type

Forensic science

ELA

Write a detailed crime report

Write an arrest warrant


Faces software

Blood spatter pattern software

Equipment needed:

Forensic kits










Table of Contents

Unit 5


Unit Title: Lego Lunacy

Target Course/Grade Level: Grades 7 only **

Unit Summary

This unit provides students the opportunity to create a robotic vehicle that is able to perform three simple

tasks.


Science:

Study of robotics in medicine, manufacturing, police work, etc.



9.3 Career and Technical Education Manufacturing Career ClusterLaw, Public Safety, Corrections & Security Career ClusterScience, Technology, Engineering & Mathematics Career ClusterAll students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)









Unit Rationale

More and more, the world is moving toward robotic devices to perform minute tasks that the human hands

are not able to complete. This unit introduces students to the technology and provides a real opportunity to

experiment with it and apply it.

Learning Targets

Standards






Content Statements

In addition to the technology related to robotics, students will be exposed to the science of robotics and

will be required to incorporate patience and perseverance into a real world problem solution.



8.2.8.A.1 Research a product that was designed for a specific demand and identify how the

product has changed to meet new demands (i.e. telephone for communication -

smart phone for mobility needs).

8.2.8.C.1 Explain how different teams/groups can contribute to the overall design of a

product.

8.2.8.C.2 Explain the need for optimization in a design process.

8.2.8.C.3 Evaluate the function, value, and aesthetics of a technological product or system, from the

perspective of the user and the producer.














8.2.8.D.6 Identify and explain how the resources and processes used in the production of a

current technological product can be modified to have a more positive impact on

the environment.


What are some practical applications of

robotics?


Robotics can be used in medicine to perform

minute surgeries, in manufacturing to create

miniscule products, and in many other areas where

the human hand is too large or where it is unsafe

for the human hand to perform the task.


Students will ...




Program a robotic brick to perform 3 distinct tasks

Incorporate music into the presentation

Build a model of a robotic device

Advertise their new robotic device



As a culminating activity for this unit, students will create a model of a robotic device, and will havethe

device perform three distinct tasks. A fourth task may be added as an optional assignment.

Equipment needed:

Robotic bricks

Programming software

Materials to build robotic model

Teacher Resources:


Trials of robotic actions

Model of robotic device

Advertisement of device

Teacher Notes:


Lesson Components



Business, and




X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy



Social Studies

How are robotics used in map making

How have robotics been used in spying

Science

How are robotics used in medicine


Robotic movement program

Robotic bricks










Equipment needed:

Materials to create model of robotic devices

Computer software




Table of Contents

Unit 6


Unit Title: Roving Robots

Target Course/Grade Level: Grade 8 only **

Unit Summary

This unit acts as an extension to the Lego Lunacy project that students must have completed in the 7th

grade in order to be able to complete this unit in the 8th grade. This unit is based more in engineering, and

requires much more trial and error on the part of the students as they create a vehicle that will navigate an

obstacle course and perform specific tasks.


Science:

Careers in engineering and/or robotics

How engineers use robotics to enhance our lives



9.3 Career and Technical Education Architecture & Construction Career ClusterScience, Technology, Engineering & Mathematics Career ClusterAll students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)









Unit Rationale

Living in a technological age, students have become used to fast solutions to problems. This unit requires

patience and trial and error as students learn how to navigate a robotic vehicle through an obstacle course

while it performs several simple tasks. Creative thinking is encouraged as the goal is not necessarily the

completion of the course, but also the completion of the tasks in a creative manner.

Learning Targets




Standards



Content Statements

This unit is heavily based on engineering problem solving and extends on what students learned about

robotics in the seventh grade.






8.2.8.D.1 Design and create a product that addresses a real world problem using a design

process under specific constraints.

8.2.8.D.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g., how

the prototype might fail and how it might be improved) by completing a design problem

and reporting results in a multimedia presentation, design portfolio or engineering

notebook.

8.2.8.D.3 Build a prototype that meets a STEM-based design challenge using science,

engineering, and math principles that validate a solution.

8.2.8.D.4 Research and publish the steps for using and maintaining a product or system and

incorporate diagrams or images throughout to enhance user comprehension.


Why is trial and error such an important

part of the design process?


Trial and error provides opportunities for

engineers and inventors to make slight

modifications on a product to ensure that it works

well.


Students will ...

Build a vehicle that will navigate an obstacle course

Make specific design choices that will maximize success in navigation of course

Program the vehicle to perform specific tasks



As a culminating activity for this unit, students will maneuver their robotic vehicle through the obstacle

course. The goal is to get the vehicle successfully to the ramp and then knock the bubbles/balloons off of

the ramp at the end of the course.

Equipment needed:

Building materials to create vehicles

Software to program the robotic maneuvers




Teacher Resources:


Experimental movement of cars Trial runs through obstacle course

Teacher Notes:


Lesson Components



Business, and




X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy



Science

Robotics

Math

Determining angle of turns as a percentage


NXT robotics program

Equipment needed:

Building materials

Obstacle course

balloons




Table of Contents

Unit 7


Unit Title: Vivid Videos


Unit Summary

Students will create a multimedia presentation using a variety of video effects.


Social Studies:

narrate an historical event on video

Science:

explain a scientific theory on video

Foreign Language:

narrate a portion of the video in Spanish or in French



9.3 Career and Technical Education Arts, A/V Technology, & Communications Career Cluster Science, Technology, Engineering & Mathematics Career ClusterAll students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)











Unit Rationale

Video has quickly become one of the more effective means of communicating ideas to broad audiences.

Students need opportunities to refine their video making skills so they may become effective




communicators.

Learning Targets

Standards



Content Statements

Video is a means of communication, and, as such, has innumerable application opportunities in every

subject area in school.







problem or theory.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. Tele-

collaborative project, blog, school web).

8.1.8.D.4 Assess the credibility and accuracy of digital content.

SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually,

quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind

its presentation.

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with

relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye

contact, adequate volume, and clear pronunciation.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest.


Why is video such an important and

effective means of communication?

Why is diction in video especially

important?


Video enables the audience to both see and

hear your message, and to make a personal

connection to the speaker through visual means.

Proper diction is especially important in

video so that the message is not lost in special

effects or muffled background noise.


Students will ...

Create a 2-minute video pleading for the return of a missing dog (grade 7)

Create a 2-minute video highlighting 3 current event stories from school (grade 8)

Make use of a variety of tools, such as green screen, transitions, sound effects, etc to assist in

conveying the message with meaning.

Create a storyboard prior to recording the movie.




Add voice overs, sound effects, and music to polish the video.



As a culminating activity for this unit, students will present their original video to the class for feedback

and evaluation.

Equipment needed:

Video recording equipment – flip cameras, green screen, etc

Video software, such as iMovie

Teacher Resources:


Story board

Video draft

Script

Teacher Notes:


Lesson Components



Business, and


X Civic Literacy Health Literacy


X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy

X Media Literacy X ICT Literacy X Life and Career Skills


Video editing software

Video presentation software: http://goanimate.com/video-maker-tips/video-presentation-software/

Harvard Business Review – creating an effective presentation: http://blogs.hbr.org/2011/03/create-

an-effective-presentati/

YouTube – making an effective video presentation: https://www.youtube.com/watch?

v=PCXQUwVcuVU

Equipment needed:

Computers

Cameras

Video software




LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which the lesson Strongly,

Moderately or Weakly meets the criteria below.

Lesson Activities: Strongly Moderately Weakly

Are challenging and require higher order thinking and

problem solving skills

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills

Integrate global perspectives

Integrate 21st century skills

Provide opportunities for interdisciplinary connection and

transfer of knowledge and skills

Foster student use of technology as a tool to develop

critical thinking, creativity and innovation skills

Are varied to address different student learning styles and

preferences

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and

co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and

skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self-

assessment

Provide data to inform and adjust instruction to better meet

the varying needs of learners


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