Career and Technology Education
Career & Technical Education Philosophy
The Career & Technical Education (CTE) program in Madison is designed around several career pathways to cultivate the potential in our students by integrating rigorous classroom instruction with relevant, work-based experiences that inspire, guide and empower them for post-secondary college and careers.
Our Career Pathways are constructed as a journey of exploration that is specifically designed to engage the learner in an interest or possible career path. Courses are designed to spark interest, capture the possibilities in the field, and allow students to experience work as novice practitioners. Our courses offer challenging, engaging, effective and relevant curriculum that includes technical knowledge, skills and academics foundational for our students’ success in the real world.
Delivery Method/Values
To teach technical skills through a career lense effectively, teachers need strong content knowledge along with instruction revolving around work-based experiences. The curriculum in CTE is organized around five of the 16 federally recognized career pathways. A career pathway is defined as a concentration in a particular field of study through a sequence of courses which lead to the development of a particular set of knowledge and skills aligned with career interests. These pathways provide guidance through essential knowledge and skills for students to discover their interests and their passions, and empower them to choose the educational pathway that can lead to success in high school, college and their career. Each pathway has career specific knowledge and skills that are a comprehensive collection of industry-validated expectations of what students should know and be able to do after completing instruction in a career program area.
- Overview
- Guiding Document
- Grade 4
- Grade 5
- Grade 6 Coding
- Grade 7
- Grade 8
- High School
- STEAM Class Documentary
Overview
Standards
The Madison Career & Technical Education curriculum is created with the district priorities represented in the mission statement, the 21st Century Capacities matrix and is aligned with the CSDE Career & Technical Education Performance Standards and Competencies. The integration of these standards guided the development of K-12 Transfer Goals, which are all aligned with specific district 21st century capacities and are most frequently revisited and assessed in curricular units throughout a student’s academic career.
Guiding Document
PK-12 Stage One: Guiding Document
Content: Career and Technology Education
PK-12 Long-term Transfer Goal(s):
Long-term aims of the PK-12 program. An overall end result of a student’s education in Madison.
Students will be able to independently use their learning to:
- Communicate effectively based on purpose, task, and audience using appropriate vocabulary.
- Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (safety).
- Leverage connection(s) in other subject areas (including STEM) to make sense of a given problem, product, or solution.
- Explore and hone techniques, skills, methods, and processes to create and innovate
- Develop a product/solution that adheres to key parameters (e.g., cost, timeline, restrictions, available resources and audience).
- Demonstrate fiscal responsibility through examination of needs and wants, development of short and long term plans, and/or conservation of limited resources.
- Work together on a common goal to meet deadlines through addressing challenges and problems along the way both individually and collectively.
Madison Public Schools
Career and Technology Education Curriculum Guiding Document
Grade 4
STEAM
Unit 1 Professional Slug Ball League
Students will be introduced to the world of digital art and robotics. In the first half of the unit the students will use a digital art program to learn the different functions of the program while creating a pair of eyeballs (pupil, iris, and scalera) in their choice of anime, chibi, or own creative design. They will then use the eyeballs they created to help manufacture the body of a robotic slug creature. The slug creatures will be powered by Sphero Bolt and have a foosball ball that is part of its tail. The second half of the unit will be comprised of the students learning how to drive the Bolt powered creature while playing a game of Slug Ball. The final assessment will demonstrate how well they have learned to drive Bolt as they engage in a friendly Slug Wars competition.
Profile of a Graduate Capacities: Design, Product Creation
Building off the knowledge gained in unit one of the fourth grade STEAM unit, students will continue expand their knowledge of vector art and motion. To begin the students will learn how to draw a rendition of themselves as a Funko Pop style character. The character drawing will be imported into a vector art program on the iPad. Using layers, the students will recreate their character in a digital format. The character will be color printed about 4 inches tall. Next, the students will create a beastie friend of their own design. The beastie will be powered by Sphero and constructed of paper base. The students will need to utilize their knowledge from unit one to successfully create a beastie that can run and be controlled via robot power. The digitalized characterization of themselves will ride upon their beastie to compete in races and the culminating activity of a battle to be the last beastie standing.
Profile of a Graduate Capacities: Design, Idea Generation
Coding
As students mature, they need to learn how to get the most out of the Internet and technology while being savvy and avoiding the risks and downsides of the online world. This unit is designed to teach kids skills they will need to be safe and smart online as they continue to work with technology more and more independently. Technology can be used in effective, efficient manners to complete tasks, communicate, and access information. This unit that focuses on digital citizenship will make students aware of best practices when using technology. The PBA will have students share their understandings of digital citizenship by writing and producing public service announcement videos that will be shared and stored in a digital library.
21st Century Capacities: Product Creation, Citizenship
This unit is an introduction to the world of programming. This introduction places a heavy emphasis on understanding general concepts of computer programming that are universally applicable to any programming language. Students will learn about programming and its impact on society through a variety of hands-on activities. Through both unplugged and plugged type activities, students will have the opportunity to learn what constitutes a code, how to write code and test and debug code. In the PBA, students will be asked to write an effective algorithm in stacking solo cups.
21st Century Capacities: Product Creation, Perseverance
Grade 5
STEAM
In the first unit for fifth grade, the students will begin learning the basics of block coding through the use of a Sphero robot and the corresponding Sphero EDU app. The students will learn how to use block coding to perform tasks with increasing complexity throughout the learning activities. The activities (see learning plan) will guided by the facilitator as the students learn how to use the different blocks to perform the given task. The essential materials needed, as previously stated, are the Sphero robot and the Sphero EDU app. The unit will culminate with the students collaborating on an original game program that is either new, an iteration of a previous game, or a refactoring of a game created during the unit.
Profile of a Graduate Capacities: Design, Collective Intelligence
The arts provide means for individuals to collaborate and connect with others in an enjoyable inclusive environment as they create, prepare, and share artwork that bring communities together. In this unit, the students will collaborate as they use an iterative process, through engineering design, to create a paper vehicle that is powered via technology. The students will then run their vehicles through a course to see whose design can survive the rigors of the track. The unit will launch with a "wonder" YouTube video viewing the art of Chie Hitotsuyama. The students will use the video as inspiration for developing their own paper designs.
Profile of a Graduate Capacities: Design, Collective Intelligence
Coding
Unit 1Game Design via Block Coding
Students will learn about the different facets involved in game design. Using Scratch, and its block based language, students will develop, test, and debug a game. Students will have the opportunity to create their own sprites and worlds as part of their iterative design process. In the PBA, students will innovate an existing game in making it more challenging and fun to play.
21st Century Capacities: Synthesizing, Perseverance, Innovation
Unit 2 Data, Abstraction and Modeling (Google Sheets with a Purpose)
In this second unit of study, students will collect data on the game they created, learn how to input the data into a spreadsheet, and then graph the data in a meaningful way. Students will learn the basics of spreadsheets through the use of Google Sheets. In this performance task, students will apply these skills in displaying the game play data collected from their peers' rating of their game, before and after their modifications (PBA from Unit 1).
21st Century Capacities: Product Creation, Reflection
Grade 6 Coding
Animation Design via Block Coding
Students will learn about the different facets involved in animation design. Using Scratch, and its block based language, students will learn how to develop, test, and debug an animation. Students will have the opportunity to learn how to create their own sprites, adding conversations, switching scenes, adding interactions and adding voice as part of their iterative design process. A PBA will have the students create an animation (story) based on a narrative written in fifth grade. This process will include a peer review element in which data will be collected for use in Unit 2.
21st Century Capacities: Collective Intelligence, Design, Synthesizing
Data, Abstraction and Modeling (Google Sheets with a Purpose)
This unit continues the students' journey into coding by having them collect and analyze data on the animation they created. This will involve placing the data into a spreadsheet, graphing the data in a meaningful way and learning how to analyze data using statistics. In this performance task, students will apply these skills in analyzing the data collected from both of their peers' ratings in evaluating their growth between the "favorite food" and "narrative" animations.
21st Century Capacities: Problem Identification, Analyzing
Grade 7
Introduction to Robotic Engineering
Within the Introduction to Robotics Engineering course, students will develop a working knowledge of control systems and an understanding of the basic hardware and software required to navigate and manipulate a simple robot. Both block-based programming and constructing autonomous robotic systems will be employed. Students will be exposed to concepts related to structures and mechanisms, control systems, and basic logical sequencing and coding frameworks. The PBA will have students create an autonomous program for the Clawbot to perform a specific challenge.
21st Century Capacities: Imagining, Collective Intelligence, Perseverance
Grade 8
Introduction to Python Programming
Python is one of the most popular computer programming languages in the world. It was first released in the 1990’s and is now used to build millions of apps, games, and websites. Python is a great language for getting started with text-based computer programming. Many schools and universities use it to teach coding. Here are some of the reasons that Python’s so useful.
- Easy to read and write
- Works everywhere
- Comes with everything needed to start coding right away
- Packed with lots of useful tools and pre-programmed code (Standard Library)
Problem solving is a necessary skill when working in any computer programming language. Students will be expected to expand their troubleshooting capabilities throughout this unit. All activities are designed to further encourage problem solving skills.
Students will see similarities between Python and previously taught concepts in Scratch. A culminating PBA will have the students create a computer program that relies on variable user input to draw a customized graphic.
Profile of a Graduate Capacities: Product Creation, Self-Awareness
3D Modeling & Printing
While still in its early stages, 3D printing, or additive manufacturing, is already having an impact on society, allowing entrepreneurs and startup businesses to take advantage of its versatility and prototyping capabilities. As the technology advances, becoming cheaper and more accessible, it only promises to transform and disrupt key aspects of familiar economic models, such as the retail, supply chain and manufacturing sectors. Even the way we “buy” certain products will change as additive manufacturing technology continues to improve. Therefore, it is important for our students to learn how 3D printed objects are created, through an iterative process, from conception, to design, to the final print. Students will learn and apply discrete skills within a 3D modeling software (Tinkercad) while creating solutions (models) to different problems.
Additionally, they should consider the potential impacts additive manufacturing has on society.
Design and perseverance are both necessary skills when creating 3D models. Students will be expected to persevere as they learn unfamiliar 3D modeling software and engage in the iterative design process to create tangible products while adhering to specific parameters. Students will have opportunities to develop key 21st century capacities through class activities as well as larger projects.
Profile of a Graduate Capacities: Design
High School
High School
Standards
The Madison Career & Technical Education curriculum is created with the district priorities represented in the mission statement, the 21st Century Capacities matrix and is aligned with the CSDE Career & Technical Education Performance Standards and Competencies. The integration of these standards guided the development of K-12 Transfer Goals, which are all aligned with specific district 21st century capacities and are most frequently revisited and assessed in curricular units throughout a student’s academic career.
1 – Exploratory Experiences
- Overview
- Boat Building and Navigation
- Video Game Design
- Interior Design
- On Your Own
- Fundamentals of Criminal Justice
- Marine Science & Technology
Overview
These individual courses do not reside in any specific career pathway but they provide our students with opportunities to experience career and technical skills in a unique topic.
The following courses within this pathway can be taken in any order:
- Boat Building and Navigation (Course No. 530)
- Video Game Design (Course No. 551)
- Interior Design (Course No. 561)
- On Your Own (Course No. 562)
- Fundamentals of Criminal Justice (Course No. 488)
- Marine Science & Technology (Course No. 379)
Boat Building and Navigation
Boat Building and Navigation 0.5 Credit Course No. 530
Trimesters: 1
Boat Building and Navigation explores all stages of boat building from layout and lofting to hull assembly and finishing techniques. Students in this course have an opportunity to construct their own boat with available plans ranging from small plywood canoes to a 14’ skiff. Light design sketching, modeling, and full scale boat construction will be part of this “hands-on” course. Many forms of boating and navigation will also be explored including boating basics, knot tying, legal requirements, water sports, safety, and GPS (Global Positioning Systems). Students who successfully complete the course and pass the CT Safe Boating Exam will have the opportunity to receive the State of Connecticut Safe Boating Certificate. This certificate is mandatory for all persons wishing to operate a vessel upon state waters.
In this unit, coastal ecology will be explored including, the rocky shore, sandy shore, estuaries, and salt marsh. Interdisciplinary projects will also be incorporated to widen the student’s understanding of maritime-based careers and life. Students will work to identify problems, conduct scientific studies, analyze data and offer solutions to help improve our local ecology. Field studies on each marine ecosystem will be done to support student understanding of the concepts in this unit. Units like this one, where students use their hands, help them build confidence and problem-solving skills useful for life's experiences.
21st Century Capacities: Product Creation, Synthesizing
Unit 1 Tech: Protocols and Boating
In this unit, students will learn how to safely use a variety of hand and power tools in a shop-based environment to build a Field Trip Tool and start on their fishing rod or landing net project to get familiar with shop tools and practices for later use in their Interdisciplinary project. Students will take a short safety exam to ensure that they can work in a safe and respectful manner. The goal of each student is to learn how to reflect and persevere along each step of a procedure list when building their field trip tool. Students will also learn Boating Safety. As a result of the content in this unit along with successful completion of the state of Connecticut (CPWO) assessment, students will be eligible to obtain a Certificate of Personal Watercraft Operation (CPWO) through the CT Sportsman Database. This is required to operate a powerboat or vessels over 19 1/2 feet on all state waterways.
21st Century Capacities: Perseverance, Product Creation
The purpose of the Marine Science and Technology Independent Project is to explore marine-related issues through an approved project of their own design. This will help students become more independent, develop perseverance, and become better critical and creative thinkers to help them plan their futures. The entire course examines the chemical, biological and geological properties of the sound as well as marine-related careers from boat building to aquaculture. Boat construction, fishing rod building, maintenance of organisms, physical, chemical, and ecosystem studies related to oceanography are part of this “hands-on” course. Select field trips support the curriculum and provide experiences that students can apply to their individual projects as well as provide practical school to career experience.
21st Century Capacities: Engaging in Global Issues, Problem Identification
Unit 3 Science: Water Quality and Its Effects on Living Systems
In this unit, water chemistry will be explored through the raising of trout in the classroom and environmental testing of the Hammonasset River and local shell fishing beds. Hammonasset and shellfish bed water quality and population of soft-shelled clams will be assessed by the students through hands-on activities and partnerships with the Town of Madison town engineer and shellfish commission. Water testing results will be forwarded to the state and be used as a base data set. Field studies on the Hammonasset River and local shellfish beds will be conducted to reinforce the unit concepts and add to the longitudinal data used to assess the health of Long Island Sound. Units like this one, where students use their hands, help them build confidence and problem-solving skills useful for life's experiences.
With appreciation to Robert Russo, Office of Town Engineer, for his help with the development of the water quality testing experiences.
21st Century Capacities: Product Creation, Synthesizing
In this unit, students will safely use a variety of hand and power tools in a shop-based environment to complete their fishing rod, landing net project and the engineering component of their Interdisciplinary project. Students will also be responsible for maintaining the class boat used for school experiments. The PBA will have students construct the engineered solution from the independent project proposal from trimester 1.
21st Century Capacities: Imagining, Product Creation, Perseverance
The purpose of the Marine Science and Technology Independent Project is to explore marine-related issues through an approved project of their own design. This will help students become more independent, develop perseverance, and become better critical and creative thinkers to help them plan their futures. The entire course examines the chemical, biological and geological properties of the sound as well as marine-related careers from boat building to aquaculture. Boat construction, fishing rod building, maintenance of organisms, physical, chemical, and ecosystem studies related to oceanography are part of this “hands-on” course. Select field trips support the curriculum and provide experiences that students can apply to their individual projects as well as provide practical school to career experience.
21st Century Capacities: Citizenship, Presentation, Synthesizing
Video Game Design
Video Game Design 0.5 Credit Course No. 551
Trimesters: 1
One of the most exciting opportunities in programming today revolves around the video game industry with a variety of careers such as modeler, programmer, and traditional artist. The evolution of the video game industry will be studied and analyzed in terms of its development. Students will learn to analyze, design, and create interactive, three dimensional animation and games. Instructional activities will include rules of game play, 3D graphics, GUI’s, objects, graphics, sound, animation, and scripting in a gaming environment. Several software platforms will be utilized to create graphics to be used in individual projects. Upon completion, students should be able to demonstrate knowledge of the major aspects of simulation, game design, and development. No programming experience is required.
The Video Game Design course introduces our students the overall scope of game design. Most jobs within this career fall into one of three pathways: Game Artist, Game Designer or Game Programmer.
In unit 1, students will focus on the second pathway (game designer) as they acquire several skills for conceptualizing a new video game. With the use of the design process cycle, students will learn how to create a game proposal that addresses the following important details:
- Plots and storylines
- Characters
- Maps, scenarios, and difficulties
- Methods for winning or losing the game
- User interface creation
The PBA will have students compose an original game story. Ideas as to how to solve world problems will be included in the story telling component (ex. energy conservation, recycling, rainforest depletion, hunger, educational literacy, etc). Students will learn how to develop characters as well as design characters.
21st Century Capacities: Problem Identification, Imagining, Design
In Unit 2, students will use a game software to learn how to bring elements of a game design from Unit 1 to life. In that process, students will engage in the following activities that are essential to a functional and engaging game.
- coding events and actions that include movement and collisions
- drawing images to use as sprites, objects and backgrounds
- creating sprites and objects from previously designed images and their own images
- inserting sounds
- creating rooms and movement from room to room
The PBA will have students program a maze game with original characters, objects and background. The game will have 3 rooms with start and end screens that will be programmed to allow the user to replay or end the game.
21st Century Capacities: Product Creation, Design
In this culminating experience, students will use the engineering design process to create a unique video game from concept idea to a playable, marketable video game. This video game will act as an all encompassing PBA and final exam for the entire course, allowing students to demonstrate a comprehensive understanding of the concepts acquired throughout all the units of the course.
21st Century Capacities: Imagining, Design, Perseverance
Interior Design
Interior Design 0.5 Credit Course No. 561
Trimesters: 1
This course provides a foundation for students who are interested in pursuing a possible career in architecture, interior design or art. Students will be able to identify various housing, furniture, and window styles. They will learn how to draw floor plans using traditional architectural tools and symbols. Using the principles of design, color, furnishings, fabric, and fixtures, students will design a variety of interior spaces on design boards and in 3D CAD software.
Unit 1 Elements and Principles of Design
In this first unit of study students will learn about the elements and principles of design including space, line, form, texture, color, rhythm, balance, scale, harmony, and emphasis. Students will be able to design interior spaces by choosing an interior style, and finding color schemes, and items that help to meet the elements and principles of design. The PBA has students developing a design board for a client that incorporates items based on the elements and principles for a remodel of their living room.
21st Century Capacities: Design, Product Creation, Decision Making
Unit 2 Chief Architecture and Floor Planning
Unit 2 of Interior Design continues students mastering and applying the elements and principles of design as they try to create a living environment that matches the client's needs, wants, and habits. In Unit 2 students are introduced to the Chief Architect software, where they learn how to create visualizations of the finished interior design using actual objects they find and want to use. The students will use this software and the computer renderings to evaluate their interior design, show the client what the room look like, and demonstrate their use of the principles and elements of design. The PBA has students working for a client to create an interior design of a room and/or space that utilizes the computer models from Chief Architect with the actual objects the student picked out to be incorporated into the design.
21st Century Capacities: Innovation, Decision Making
On Your Own
On Your Own 0.5 Credit Course No. 562
Trimesters: 1
This course is a must for everyone, both college bound students and those who will be entering the job market after high school graduation. Students will explore careers and simulate the job finding process; including writing a resume, cover letter, and the interview process. Once a career has been selected, students will create a budget while learning the ins and outs of renting an apartment, determining options for transportation, meal planning, and responsible use of financial products; including credit cards, credit score, and banking tools.
In the first unit students will explore careers and simulate the job finding process. Students will conduct self-exploration to determine what careers interest them, what type of work is best suited to their personality type. Students will write a resume and cover letter, learn proper job etiquette and professional behaviors. The PBA has students creating a job prospect portfolio that includes their work-style, career interests, performing a job search, writing a cover letter and tailoring their resume towards that job. Students will go through the job interview process (prepare, communicate, reflect) by engaging in a face to face interview. After the interview students will reflect on their performances in determining next steps.
21st Century Capacities: Product creation, Presentation, Reflection
Unit 2 The Spending Plan and Consumerism
In Unit 1 students go through the process of exploring careers and finding a job of interest. Unit 2 has students moving on with the next part of living independently which is to learn about finding apartments, determining options for transportation, meal planning, and responsible use of financial products. Students also learn all the of intricacies, added costs, and maintenance that comes along with ownership. Students also learn how to calculate their monthly net pay and the fundamentals of budgeting to live on their own. The PBA has students develop a spending plan to ensure they are being financially responsible as they make choices on living arrangements, transportation, and other expenses.
21st Century Capacities: Synthesis, Decision-making
Fundamentals of Criminal Justice
Fundamentals of Criminal Justice 0.5 Credit Course No. 488
Trimesters: 1
Fundamentals of Criminal Justice is designed to introduce students to the fields of law enforcement, the court system, and correctional system. Students will learn about the trial processes and interpret police ethics and constitutional law in relation to law enforcement operations. Students will also learn about criminal theory, how to analyze a crime scene, and use clues to profile a criminal as they go inside the criminal mind. This course will also explore the multitude of careers available in the criminal justice system.
In this first unit of study students will be introduced to the criminal justice process of police, court and corrections. This unit focuses on the first part of the process, the police. The unit will revolve around being able to protect an individual's rights while protecting the community and delivering justice to those who have violated the law. Students will learn about Packer's two models of criminal justice; crime control and due process, and apply those models throughout the unit. The learning activities center around the 4th amendment, search and seizure and the exclusionary rule. The PBA has students acting as both a prosecuting attorney and defense attorney for a case involving a search without a warrant to determine if the search was reasonable.
21st Century Capacities: Synthesizing, Alternate Perspectives
Unit 2 The Courts and Corrections
The criminal justice process consists of police, court, and corrections. Unit 1 looked at the police process, and unit 2 looks at court and corrections processes in the criminal justice system. Students will learn about the arrest process, and how a criminal progresses through the court system. The students will continue to apply what they learned about the two models of criminal justice (crime control and due process) throughout the unit as they evaluate and identify issues and problems with our current system. The PBA has students acting as a consultant for the United States criminal justice process, and comparing our process and individual rights against another country's criminal justice program, and highlighting strengths and weaknesses of our system as compared to another country.
21st Century Capacities: Synthesizing, Engaging in Global Issues
Unit 3 Crime Scene Investigation
In this unit students will focus on why do people commit crimes? Students will look at criminal theories, along with how an investigator will use deductive reasoning to create a criminal profile based on a crime scene investigation. Students will examine potential pieces of evidence that could be used against someone in a trial and weigh how much influence each could have over a jury. The PBA has students analyzing crime scenes and using deductive reasoning to develop a profile of a potential suspect.
21st Century Capacities: Analyzing, Synthesizing
Marine Science & Technology
Marine Science & Technology 1 Credit (0.5 Credits CTE/0.5 Credits Science) Course No. 379
Trimesters: 2
Prerequisite: Successful completion of Honors Biology or Biology.
Marine Science and Technology explores the marine environment through “hands-on” projects. Studies related to oceanography, marine ecology and environmental testing are supported with activities such as fishing rod building, boat maintenance and net making. Mandatory field trips will support the curriculum and provide school to career practical experience. A student centered project will give an opportunity to carry out a hands-on marine based study. As a part of the project, students will design an engineering solution based on a specific problem that applies to our local waters. Course work will include the State of Connecticut Safe Boaters curriculum which will allow students the opportunity to apply for their CT Safe Boaters/Personal Watercraft Certificate.
- Unit 1 - Science - Ecosystems
- Unit 2 - Science - Independent Project
- Unit 3 - Science - Water Quality and Its Effects on Living Systems
Unit 1 - Science - Ecosystems
In this unit, coastal ecology will be explored including, the rocky shore, sandy shore, estuaries, and salt marsh. Interdisciplinary projects will also be incorporated to widen the student’s understanding of maritime-based careers and life. Students will work to identify problems, conduct scientific studies, analyze data and offer solutions to help improve our local ecology. Field studies on each marine ecosystem will be done to support student understanding of the concepts in this unit. Units like this one, where students use their hands, help them build confidence and problem-solving skills useful for life's experiences.
21st Century Capacities: Product Creation, Synthesizing
Unit 2 - Science - Independent Project
The purpose of the Marine Science and Technology Independent Project is to explore marine-related issues through an approved project of their own design. This will help students become more independent, develop perseverance, and become better critical and creative thinkers to help them plan their futures. The entire course examines the chemical, biological and geological properties of the sound as well as marine-related careers from boat building to aquaculture. Boat construction, fishing rod building, maintenance of organisms, physical, chemical, and ecosystem studies related to oceanography are part of this “hands-on” course. Select field trips support the curriculum and provide experiences that students can apply to their individual projects as well as provide practical school to career experience.
21st Century Capacities: Engaging in Global Issues, Problem Identification
Unit 3 - Science - Water Quality and Its Effects on Living Systems
In this unit, water chemistry will be explored through the raising of trout in the classroom and environmental testing of the Hammonasset River and local shell fishing beds. Hammonasset and shellfish bed water quality and population of soft-shelled clams will be assessed by the students through hands-on activities and partnerships with the Town of Madison town engineer and shellfish commission. Water testing results will be forwarded to the state and be used as a base data set. Field studies on the Hammonasset River and local shellfish beds will be conducted to reinforce the unit concepts and add to the longitudinal data used to assess the health of Long Island Sound. Units like this one, where students use their hands, help them build confidence and problem-solving skills useful for life's experiences.
With appreciation to Robert Russo, Office of Town Engineer, for his help with the development of the water quality testing experiences.
21st Century Capacities: Product Creation, Synthesizing
Unit 1 - Tech - Protocols and Boating
In this unit, students will learn how to safely use a variety of hand and power tools in a shop-based environment to build a Field Trip Tool and start on their fishing rod or landing net project to get familiar with shop tools and practices for later use in their Interdisciplinary project. Students will take a short safety exam to ensure that they can work in a safe and respectful manner. The goal of each student is to learn how to reflect and persevere along each step of a procedure list when building their field trip tool. Students will also learn Boating Safety. As a result of the content in this unit along with successful completion of the state of Connecticut (CPWO) assessment, students will be eligible to obtain a Certificate of Personal Watercraft Operation (CPWO) through the CT Sportsman Database. This is required to operate a powerboat or vessels over 19 1/2 feet on all state waterways.
21st Century Capacities: Perseverance, Product Creation
Unit 3 - Tech - Product Creation
In this unit, students will safely use a variety of hand and power tools in a shop-based environment to complete their fishing rod, landing net project and the engineering component of their Interdisciplinary project. Students will also be responsible for maintaining the class boat used for school experiments. The PBA will have students construct the engineered solution from the independent project proposal from trimester 1.
21st Century Capacities: Imagining, Product Creation, Perseverance
2 - Business Management Career Pathway
- Overview
- Introduction to Business
- Entrepreneurship
- Accounting
- Personal Finance
- Marketing
- Business Law
Overview
Careers in planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. The foundational course for this pathway is Introduction to Business (462).
The foundational course for this pathway is: Introduction to Business (Course No. 462)
The following courses within this pathway can be taken in any order:
- Accounting (Course No. 490)
- Business Law (Course No. 498)
- Entrepreneurship (Course No. 463)
- Marketing (Course No. 494)
- Personal Finance (Course No. 496)
- Note: Personal Finance resides in this pathway, however credit falls under the Mastery Based Diploma Assessment and does not count towards CTE credit.
Introduction to Business
Introduction to Business 0.5 Credit Course No. 462
Trimesters: 1
This course is designed to introduce students to different disciplines of business so that one can learn to be an effective business leader. Students will explore and discuss business topics related to marketing, international business, accounting, business law, and entrepreneurship. Students will also develop personal business skills such as time management, professional growth, and communication. Students will learn to leverage a variety of technology for efficient business use.
Unit 1 Economic Resources and Systems
This unit focuses on the role of business in the economy, and how economic trends affect business. They will demonstrate business acumen through examination of needs and wants, development of short and long term plans, and/or conservation of limited resources. A PBA will have students synthesize information about a business from the TV show "Shark Tank" and develop solutions to potential business growth problems.
21st Century Capacities: Synthesizing, Imagining
Students will focus on the structure of business including: types of business ownership, and the roles of management. Students will study the functions of a manager, and learn how managers can motivate their employees to perform. The Shark Tank PBA Part 2 will have students act as a consultant for a business and give the business advice on their business structure, employee motivation, and ethical behaviors.
21st Century Capacities: Synthesizing
This unit will focus on several business activities such as accounting, marketing, and hiring/personnel that are essential to succeeding and managing a business. Students will use their knowledge of accounting to make financial forecasts and projections. These activities will also coincide with learning how to create a business plan which will be a major focus of the following course; Entrepreneurship. A PBA will have students develop the idea of a Food truck business, and will produce a mini business plan.
21st Century Capacities: Analyzing, Product Creation
Entrepreneurship
Entrepreneurship 0.5 Credit Course No. 463
Trimesters: 1
Prerequisite: Successful completion of Introduction to Business.
This course is designed for students interested in operating and managing their own business. Students will have a chance to learn and develop skills and characteristics that are common among successful entrepreneurs. Students will have the opportunity to simulate the process of starting a company, by designing and marketing a “real world” product. Throughout the course, students will need to utilize their problem-solving, decision-making, social, and teamwork skills to attain individual and group goals. By the end of the course, students should be able to understand the entrepreneurial process including identifying a business opportunity, presenting a business plan, and marketing a product or service.
In the Entrepreneurship course, students will gain hands on experience of running a business as a team. In unit 1, students will work in smaller groups to develop a business idea. In the PBA, students will create a mission statement, what separates their business and makes them different, and then create a survey to research what the perceptions of their market are. Students will then take the information and their idea and give a sales pitch to the rest of the class as to why their product should go forward into being sold.
21st Century capacities: Analyzing, Collective Intelligence, Presentation
In Unit 1, students developed a business idea and pitched it to the rest of the class. From those pitches, two ideas will be selected to go forward in unit 2. Students will be part of one of those two businesses, and will assume a role within a department where they will have specific responsibilities. The PBA, which encompasses the whole unit, asks students in their departments and within their business to develop a comprehensive business plan. As students continue to work on the business plan they should be holding regular business meetings to ensure that each department is working together and communicating.
21st Century Capacities: Design, Collective Intelligence, Product Creation
Students will carry out the operations of their business and sell their product. This includes tracking revenue, inventory control, marketing and selling of the product. The PBA has students give a report on their performance as well as discuss strategies for growth if the business were to continue.
21st Century capacities: Analyzing, Collective Intelligence, Perseverance
The last unit of Entrepreneurship is the culminating final project (to be used as final exam). This allows students to take their own idea for a business and develop it. Students will then be asked to create a visual as part of a gallery walk display.
21st Century capacities: Product Creation, Imagining
Accounting
Accounting 0.5 Credit Course No. 490
Trimesters: 1
This introductory accounting course familiarizes students with the accounting principles and the practices commonly used in business. Students work with journal, ledgers, worksheets and financial statements. Students will simulate the accounting cycle for small business, learning how to track expenses and revenue. Automated accounting software is incorporated to expand students’ familiarity with “real life” accounting practices. This course is beneficial to students who plan on majoring in business at the post-secondary level.
In this unit, students will learn, decipher, and apply the accounting equation. This will revolve around analyzing and applying the rules of debit and credit. Students will select a sole proprietorship and create a list of appropriate accounts based on their understanding of accounting principles, concepts, and terminology. The PBA will be the creation of a general journal based on entries related to individual transactions. Students will have three businesses to choose from and will complete the general journal for that business, and then be asked to create an action plan based on the financial performance of the business.
21st Century Capacities: Reflection, Analyzing, Product Creation
In this second unit of study, students will learn how to prepare worksheets, end of the month financial documents, adjusting and closing entries, and a post-closing trial balance. Accrual basis accounting recognizes and matches revenue when earned with expenses when incurred, and is crucial to the year-end closing process. In this performance task, students will apply these skills in preparing a service business for their end of fiscal period accounting procedures.
21st Century Capacities: Analyzing, Product creation, Reflecting
In this third unit of study, students will learn how to record transactions and complete financial documents using an automated accounting software. Students have already acquired the skills and knowledge needed to complete the accounting cycle, now they will use software to see how the accounting process can be automated, and experience an actual software used in the workplace. The PBA will have students enter transactions for a business into an automated accounting software and into a general journal, and ledger, and complete the accounting cycle for the end of a fiscal period. Students will compare the use of the automated accounting software to the use of pencil-and-paper process and analyze it in terms of efficiency, ease of use, as well as the ability to analyze the financial statements to learn about the business operations and make recommendations.
21st Century Capacities: Analyzing, Reflection
Personal Finance
Personal Finance 0.5 Credit Course No. 496
Trimesters: 1
This course will prepare students to take an active role in their future finances. Students will learn to become financially responsible and learn that financial success is not about how much money you make, but about how much money you can save. Units of study will include financial planning, budgeting, paying taxes, understanding banking, managing credit, and identity theft protection. Students will also become familiar with stock market concepts and terminology by participating in an online stock simulation competition.
Personal Finance projects will be scored Pass/Fail using corresponding rubrics. All components of the project must meet passing requirements, but multiple attempts may be made as needed. Similar to Independent Project, a Mastery Based Diploma assessment is increasingly popular nation-wide; consequently, colleges and universities are accustomed to seeing Pass/Fail grades for similar courses.
Note: Credit in this course will count toward the Mastery Based Diploma Assessment and does not count towards CTE credit requirements.
In Unit 1 of Personal Finance students will get the chance to explore potential careers and the education/training needed to perform those jobs. From those career choices, students will find an entry level salary, which they will use for the activities throughout the unit and the PBA. The essence of the unit has students calculating net pay as they learn about the income tax process and deductions from a paycheck. With their net pay, students learn the importance of a financial plan and sticking to a budget. The PBA will have students act as a financial planner in creating both a financial plan for a client with a specific profile, and a spending plan (budget) that aligns to the financial goals outlined in the financial plan.
21st Century capacities: Decision Making, Production Creation
Unit 2 Smart Choices in Banking
In unit 2 of Personal Finance students will delve into the landscape of financial institutions. Students will learn how to evaluate a checking account and savings account offer from a bank so that they are an informed consumer. Students will also take the perspective of the bank to decide how they choose whom to give a loan. The PBA asks students to compare checking accounts and savings accounts from banks to determine which account best fits their needs.
21st Century Capacities: Analyzing, Decision Making
Unit 3 The Costs of Using Credit
In unit 3 of Personal Finance, students will delve into the costs and risks associated with using credit. Students will explore how a credit score increases and decreases, and how a credit score will affect your life. Students will also be able to calculate how much interest is paid over time as the cost of using credit, as well as the dangers a credit card brings to one's finances. Students will also learn about the risks of identity theft and how to protect themselves. The PBA asks students to compare and choose a credit card that fits their needs, and then write a letter to their parents explaining why they should have a credit card, demonstrating they have the knowledge of how a credit card works and can use it responsibly.
21st Century capacities: Presentation, Synthesizing
In Unit 4 of Personal Finance students will learn the basics of the stock market and how to analyze stocks. Students will take a look at the company as a whole, and their recent performances to determine if the company is worth investing in. Students will learn how events, news, and other factors such as psychology, and fear play a role within the stock market. Students will learn basic stock analysis of popular key indicators such as EPS, PE Ratio, and market cap. The PBA asks students to prepare a report for a client that analyzes a stock, makes an investment recommendation, as well as a prediction of where the price will be in one and five years based on their research and analysis.
21st Century capacities: Synthesizing
Marketing
Marketing 0.5 Credit Course No. 494
Trimesters: 1
Where can you go that you will not see advertising? Marketing is all around us, and this course introduces students to concepts and strategies used to create effective marketing. Students will learn such topics as the product life cycle, creating a brand, marketing segmentation, advertising and promotional strategies, and the effective use of social media for products. Marketing is an excellent course for students interested in careers in business, students who want to own their own business and students who want to be more informed consumers and understand the marketing world around them.
One of the challenges in Marketing is being able to strike an emotional connection with consumers. This unit looks at how a company builds a brand to connect with consumers. Students will look at how a company positions themselves in a competitive market, and how that influences the brand message that they communicate to consumers. Students will also learn how to decode messages to learn what an advertisement is really saying and how the emotional appeal by the company shapes the brand. The PBA gives students the beginning of a case study about Real Burger World (a non-fictional business) and asks them to build their brand and message.
21st Century capacities: Imagining, Presentation, Product Creation
Unit 2 How to Hit the Target (Market)
In unit 2 students will learn that trying to meet the needs and wants of everyone is very difficult, therefore businesses must focus their marketing efforts on a specific target market. Students will learn how the market gets segmented in order to create a target market. Students will then study how the decisions and strategies made in the marketing mix (product, price, place, promotion) must directly reach the target market and satisfy their needs and wants. Students will then use Ansoff's matrix to determine how to extend the product life cycle and adapt their marketing mix to the new strategy that was made. The PBA of the unit asks students to visit the New Coke case study, and come up with an alternative strategy that would have been effective in the Cola wars by developing a comprehensive marketing mix for different target markets.
21st Century Capacities: Innovation, Imagining
Corporations bring in billions of dollars a year in revenue while providing us products to satisfy our wants and needs. Because these corporations and businesses bring a lot of money we look to them to give back to our community, the marketplace, environment, and employees. We look to them to give back because as San Antonio Spurs coach Gregg Popovich said "Because we're rich as hell and we don't need it all, and other people need it." This unit looks at how corporations are socially responsible and give back to society, with a focus on the impact their decisions have on the marketplace, community, employees, and environment. Students will analyze the actions the company takes to be construed as "window-dressing", and how those actions correlate into an increase of brand image, revenue and profits. The PBA asks students to act as a consultant for the Madison Beach Hotel and develop a comprehensive social responsibility plan that is feasible and can help achieve an increase of brand image, revenue and profits.
21st Century capacities: Analyzing, Imagining
In this culminating experience, students will create a Marketing plan for an existing company that is in decline. This marketing plan will act as an all encompassing PBA and final exam for the entire course, allowing students to demonstrate a comprehensive understanding of the concepts acquired throughout all the units of the course. The PBA will ask students to perform a situation analysis, description of the target market and position, develop goals for the business, develop marketing strategies and communications, as well as a marketing budget.
21st Century capacities: Synthesizing, Imagining, Product Creation
Business Law
Business Law 0.5 Credit Course No. 498
Trimesters: 1
This course prepares students to develop an understanding of rights and obligations in meeting the legal demands of society as individuals, employees, and as business owners. Students will be able to identify the legal and ethical issues that result from business decisions and practices. Topics covered in this course include torts, contracts, the court system, intellectual property, employment law, and how to form your own business including creation of an LLC.
In this first unit of study, students will study the regulations and laws involving different types of torts. Through the use of case law students will interpret and apply the spirit of the law to demonstrate understanding. Students will be able to look at a case, a set of facts, the interpretation of the law and be able to construct arguments for both parties involved in order to open up different perspectives to the case. The PBA will give students a court case in which the students will write a defense for the defendant proving negligence does not exist, and will also write an opinion for the plaintiff proving negligence existed.
21st Century Capacities: Synthesizing, Alternate Perspectives
Students will learn about contract law and what creates a legally binding contract. Students will identify and study the six requirements to fulfill a contract and how not having a requirement satisfied could create a void, voidable, or unenforceable contract. The PBA has students entering into a contract negotiation and creating a written contract that contains evidence of the six requirements of a contract so that it would be legally binding.
21st Century Capacities: Synthesizing, Decision Making
In this last unit students will learn business law topics they need to know for running and operating their own business. The unit gives students the perspective of being a small business owner and some legal issues they would want to be knowledgeable about to ensure they are in the spirit of the law. Topics include formation of the business and types of business structures, knowing different employment laws, and intellectual property. The PBA will have students simulate the process of starting up their business and addressing the legal issues they would face.
21st Century Capacities: Innovation, Product Creation, Decision Making
3 – Education and Training Career Pathway
- Overview
- The Whole Child (formerly Child Development)
- “Little Hand” Nursery School (formerly “Little Hand” Nursery School Lab)
- Career Exploration
- Career Experience
- Individual and Family Development
Overview
Planning, managing and providing education and training services, and related learning support services.
The foundational course for this pathway is: The Whole Child (Course No. 570)
The following courses within this pathway can be taken in any order:
- Career Experience (Course No. 579)
- Career Exploration (Course No. 572)
- Individual and Family Development (Course No. 578)
- Note: This is a UCONN ECE Course. Please refer to the UCONN ECE Section
- “Little Hand” Nursery School (Course No. 571)
The Whole Child (formerly Child Development)
The Whole Child (formerly Child Development) 0.5 Credit Course No. 570
Trimesters: 1
This course is the foundation for planning appropriate activities and establishing appropriate expectations for young children. Students will explore the interrelationships of what the whole child is and how it is connected to health and well-being in the areas of Physical Development, Intellectual Development, and Social/Emotional Development from conception through adolescence. Through play-groups, students will observe children, evaluate individual differences and analyze characteristics of development at various stages.
Students will explore the interrelationships of a child from birth to age two. Students will explore the whole child and how it is connected to health and well-being through the physical, intellectual, and social-emotional development. Students will learn the interrelationships of the whole child through, hands-on lessons, observations, and a Real Care baby simulation. The PBA will have students assess a scenario that commonly occurs in a daycare setting and develop a response in how to resolve the problem/concern in a developmentally appropriate fashion.
21st Century Capacities: Reflection, Decision Making
Students will explore the interrelationships of a child from toddler to preschool. Students will explore the whole child and how it is connected to health and well-being through physical, cognitive, and social-emotional development. Students will learn the interrelationships of the whole child through, hands-on lessons, several observations, interaction strategies, development of age appropriate activities and lesson plans in the delivery of these activities. The PBA will have students create, plan and deliver instruction for a playgroup through the community of Madison.
21st Century Capacities: Collective Intelligence, Product Creation
“Little Hand” Nursery School (formerly “Little Hand” Nursery School Lab)
“Little Hand” Nursery School (formerly “Little Hand” Nursery School Lab) 0.5 Credit Course No. 571
Trimesters: 1
Prerequisite: Successful completion of The Whole Child.
Nursery School Lab allows students the opportunity to work in our “Little Hand” nursery three days a week. Students will participate in the care, guidance, and education of a group of young children in an early childhood classroom. Strategies for creating a child-centered approach to learning will be practiced including the use of space, materials, relationships, and routines. Students will take on a leadership role and be responsible for planning, implementing, teaching and evaluating developmentally appropriate activities for small groups. As students observe, plan, and direct these activities for “Little Hand” Nursery School, they gain experience working directly with children.
Unit 1 Developing Lesson Plans
In Unit 1 of Little Hand, students will explore the qualities and characteristics of an effective and engaging teacher and lesson. There will be an overview of the social, emotional, physical, and intellectual development of children ages three and four. Students will learn lesson planning techniques and standard organization. Students will then use their knowledge of the developmental stages to write age appropriate lesson plans. They will engage in a feedback cycle with their peers and the teacher to revise and improve lesson designs prior to the official launch of Little Hands. The PBA will have students prepare several lessons that align with at least one of the 8 Connecticut Early Learning and Development Standards. These lessons will go through both a peer and teacher evaluation in preparation to being taught in the second unit.
21st Century Capacities: Imagining, Reflection
Unit 2 Teaching and Learning in Little Hand Program
In Unit 2, students work in the Little Hands Program to gain hands-on experience working directly with children. Students have the opportunity to work in “Little Hand” nursery three days a week. They will take on the role of a leader (teacher) or a helper and be responsible for teaching small and large groups using their lesson plans to organize learning activities such as science, language, math, games, music, and storytelling. Students will problem solve to address various issues they encounter as they work in the nursery school.
Students will also learn how to draft observations and narrative summaries. They will learn and practice a variety of observation techniques and will implement these skills once Little Hand Program begins. Students will have an opportunity once per week to create mini evaluations that address observations related to physical, intellectual, emotional and social development. The focus will be on keeping observations professional and factual while avoiding inferences and assumptions.
The PBA will have students present one of their created lessons to the students of Little Hand Nursery and be evaluated by the teacher. The student will also be tasked with creating a narrative for the Little Hand Nursery program.
21st Century Capacities: Perseverance, Presentation
Career Exploration
Career Exploration 0.5 Credit Course No. 572
Trimesters: 1
Students will have the opportunity to explore a range of education careers within Madison Public Schools that facilitate development of the whole child, including: Teacher (elementary and secondary), Special Services (e.g., speech pathologist, occupational therapist), Social Worker, School Psychologist, School Counselor and School Nurse. This exploration will be grounded in understanding of what they do, qualifications and training necessary, school community and vision of the program, and earning income potential. Every student is expected to do a job shadowing experience ideally based on the area of interest.
Students will have the opportunity to explore a range of education careers that facilitate development of whole child, including:
- Teacher (elem/sec/SPED)
- Special Services (e.g., speech pathologist, occupational therapist)
- Social Worker
- School Psychologist
- Guidance Counselor
- School Nurse
This exploration will be grounded in understanding what they do, qualifications and training necessary, school community and vision of the program, and earning income potential. Every student is expected to do a job shadowing experience ideally based on the area of interest.
21st Century Capacities: Synthesizing, Reflection
Career Experience
Career Experience 0.5 Credit Course No. 579
Trimesters: 1
Prerequisite: Successful completion of Career Exploration.
Students will be paired up with a mentor in the education field within Madison Public Schools based on their career exploration. The career experience will be shaped by what is most helpful for the mentor in relation to the children they are serving (e.g., observation, lesson design, teaching). Students are expected to generate a series of artifacts based on their individual work with the mentor to demonstrate learning. They will present their artifacts to the CTE teacher either through an exhibition or portfolio.
Based on their exploration and reflections around careers within the education field during the Career Exploration course, students will select a mentor within Madison Public Schools to help guide their experience. The career experience will be shaped by what is most helpful for the mentor in relation to the children they are serving (e.g., observation, lesson design, teaching). The PBA will have students maintain a reflection journal about their experiences, produce a portfolio with artifacts that are collected and/or created in showing the day to day responsibilities and work performed within that career and also present their work to the class.
21st Century Capacities: Presentation, Reflection
Individual and Family Development
Individual and Family Development 1 DHHS Credit Course No. 578
Level 1
Trimesters: 2
This college level course is highly recommended for students who are preparing for careers in education, human services, family studies, social work and health occupations. It is an introduction to the general study of human development from conception through old age. The course examines physical, intellectual, social, and emotional growth across the lifespan, emphasizing that development results from the interdependence of these areas at every stage. The course requires 40 hours beyond the classroom which could include an internship/extended learning experience. Only students who are registered in the UConn/ECE program for this course and earn a passing grade will receive UConn/ECE credit.
Homework: The typical homework assignment in this course will take up to 60 minutes to complete.
Note: This course is offered every other year. (Fall 2022, Fall 2024, Fall 2026, etc.)
4 – Engineering and Technology Career Pathway
- Overview
- Foundations of Engineering
- Computer Aided Drafting & Design
- Robotics Engineering
- Computer Integrated Manufacturing
- Materials Processing
- Architectural Design
- Automotive Technology (formerly Power and Energy Technology)
Overview
Planning, managing and providing scientific research and professional and technical services (e.g. physical science, social science and engineering) including laboratory and testing services, and research and development services.
The foundational course for this pathway is: Foundations of Engineering (Course No. 540)
The following courses within this pathway can be taken in any order:
- Architectural Design (Course No. 543)
- Automotive Technology (Course No. 533)
- Computer Aided Drafting & Design (Course No. 541)
- Computer Integrated Manufacturing (Course No. 532)
- Materials Processing (Course No. 521)
- Robotics Engineering (Course No. 539)
Foundations of Engineering
Foundations of Engineering 0.5 Credit Course No. 540
Trimesters: 1
Foundations of Engineering is an introductory course designed to introduce students to the fundamentals of Engineering. This hands-on, project-based course emphasizes the engineering design process, and the skills and habits of mind that engineers find most essential in their work. A key approach will be the employment of an iterative design and development process to solve a variety of different challenges and/or problems. Group and individual lessons will engage students in creating ideas, developing innovations, conducting experiments, gathering and analyzing data, and constructing practical solutions in solving problems. An understanding of the engineering design process will prepare students for other courses within the Engineering & Technology career pathway.
Unit 1 Engineering Design Process
In this unit, students will learn and apply the 8 step Engineering Design Process that is the basis of any engineering process. They will also learn basic safety protocol before they attempt to solve challenges in a shop-based environment. Students will take a short safety exam to ensure that they can work in a safe and respectful manner. The goal of each student is to learn Computer Aided Design (CAD) software to develop and then build an individual link that will become part of a class chain. The student will ensure that their design fits within the class chain which requires significant problem solving both in the initial CAD design and build as well as troubleshooting via collaboration with other students to ensure a proper fit.
21st Century capacities: Synthesizing, Design
In this unit, students will apply the 8 step Engineering Design Process to design and create a solution to a complex problem. Students will go through the process in designing a CO2 dragster that will compete in a replicated drag racing event. Students will apply safety protocol as they design, create and test their CO2 dragster to be built for speed. Students will spend a significant amount of time assessing their dragster in a variety of tests and analyzing the data to help them predict the outcome of their design. During this whole process, students will document their work in their engineering report with the final analysis being done at the end and submitted.
21st Century Capacities: Analyzing, Design
In this culminating experience, students will be asked to apply the Engineering Design Process in solving a challenge. This solution will act an an all encompassing PBA and final exam for the entire course. Students will get the opportunity to research engineering careers and find out through several tests what kind of engineering they could be based on how they answered the questions within the test. The PBA will ask students to create a solution to a problem through the lens of their selected career within the field of engineering.
21st Century capacities: Analyzing, Imagining
Computer Aided Drafting & Design
Computer Aided Drafting & Design 0.5 Credit Course No. 541
Trimesters: 1
This course is designed to provide students with a foundation in the basic skills needed for success in modern design and engineering careers. Student will be introduced to concepts revolving around technical drawing, 3D modeling and 3D printing to communicate design intent. Through hands-on exercises, students will learn and apply basic skills in computer aided drafting and 3D printing as a way to simulate and create solutions to a variety of problems. Student will learn these skills/processes in a collaborative fashion with their classmates through conceiving, designing, modeling and creating working prototypes to communicate their solutions.
Unit 1 Introduction to 3D Modeling
This unit introduces the student to concepts and tools for producing solid models that can be efficiently manufactured in an engineering shop. Students will learn and apply the major processes (Sketching, dimensioning, Extrude, Shell, Revolve, Sweep & Loft) within a 3D modeling software (SolidWorks) in creating solutions (models) to a variety problems. Student will learn these skills/processes in a collaborative fashion with their classmates through conceiving, designing, modeling and creating working prototypes for testing by using 3D printing technologies. The PBA will have students design and 3D print a cell phone stand/audio enhancer.
21st Century Capacities: Imagining, Product Creation
Unit 2 Orthographic Projection
This second unit focuses on the methods needed to create a working drawing that is functional and prepares a person or computer to build/construct or machine a part. Orthographic projection is widely used in engineering practice to make working drawings. Engineers are required to design, revise, analyze, and/or construct complex parts or systems. These parts or systems, are conceived or exist due to working drawings. A working drawing, is usually the last drawing produced by a designer. It normally has three accurate views of a product, a front view, side view and plan view, dimensions (measurements) and a bill of materials. The PBA will have students go through the whole process of designing a paddle boat from creating a full set of working drawings, building a model prototype then making corrections to the working drawings.
21st Century Capacities: Collective Intelligence, Product Creation
Robotics Engineering
Robotics Engineering 0.5 Credit Course No. 539
Trimesters: 1
Students will be introduced to the fundamentals of building and programming a robot. Implementing the Engineering Design Process throughout the course, students will work respectfully and responsibly with others in exchanging and evaluating ideas in building and programming a robot to perform a variety of tasks. Utilizing engineering notebooks as a tool, students will also be expected to document and analyze their performance throughout the process in evaluating progress of their robot as it performs in a variety of challenges.
Unit 1 Fundamentals and the role of the programmer
Students will be introduced to the fundamentals of building and programming a robot to do specific tasks. Implementing the Engineering Design Process throughout the course students will work respectfully and responsibly with others in exchanging and evaluating ideas in building and programming a robots performance. Utilizing engineering notebooks as a tool, students will also be expected to document and analyze their performance throughout the process to evaluate progress in determining their next step. A PBA will have students develop an autonomous program for their robot to perform a "Programming" challenge for the current VEX EDR game.
21st Century Capacities: Collective Intelligence, Reflection
In competitive robotics the robots are typically divided down into subsystems that perform different functions. Some of these systems will stretch throughout the robot while others will consist of only a single mechanism. An example list of subsystems is shown below:
- Object Manipulation
- DC Motors
- Mechanical Power Transmission
- Drivetrain
- Lifting Mechanism
In order for the overall robot to function effectively, each of these systems must work together. Students will be asked to utilize any two of these five subsystems along with accompanying Engineering Notebook entries as part of the overall design process. In order to design any one of these systems, one must have knowledge of all the others which will be briefly informally discussed throughout the unit. Any requirements on the way these subsystems interact as part of the systems integration would be treated as Specifications (design constraints) in Step 3 of the design process. The PBA will span most of the unit and have students develop a robot to compete in the "Skills Challenge" the current VEX EDR game. The Engineering Notebook will be graded after each learning activity and transfer task.
21st Century Capacities: Design, Perseverance
Computer Integrated Manufacturing
Computer Integrated Manufacturing 0.5 Credit Course No. 532
Trimesters: 1
Prerequisite: Successful completion of Computer Aided Drafting & Design
The design and manufacture of everyday items are ubiquitous in modern life, yet most students have not had the opportunity to experience the innovative nature of modern computer integrated manufacturing. This course is an introduction to the use of computers for the integration of all functional areas in a manufacturing enterprise. The focus will be on engineering design, modeling and applications in automation, robotics, numerical control, and computer usage in manufacturing. Using Computer Aided Design as a basis, Students will be introduced to state-of-the art rapid prototyping machines such as 3D Printers, CNC Mills, automation robots and 3D scanners to produce prototypes in solving manufacturing challenges.
Unit 1 3D Scanning & Rapid Prototyping
Computer-integrated manufacturing (CIM) is an introduction to the use of computer techniques to integrate manufacturing activities. These activities encompass all functions necessary to translate customer needs into a final product. CIM usually starts with the development of a product concept then product design and specification with the final step revolving around automating the manufacturing process.
The content and skills learned throughout the course will be taught in 3 separate modules (units) followed by an all encompassing PBA. For each module, students will work collaboratively, at their own pace, following a guided instructional tutorial. The first three days of the trimester will be used for review of computer aided mechanical drawing and 3D printing skills.
In this module, students will learn about the rapid prototype processes used in Manufacturing. This will revolve around the concepts of additive prototyping, 3d scanning and computer Aided Drafting. Prototyping is part of the design process in which a functional solution is created and able to be tested. 3D scanning enhances this prototyping process by improving accuracy and complexity while reducing time. A PBA will have students conceptualize and create a theme based Chess game piece prototype.
21st Century Capacities: Synthesizing, Imagining, Product Creation
Unit 2 CNC Mill & Rapid Prototyping
In this module, students will learn how to manufacture items through subtractive prototyping. This will be done through a hands-on approach in designing a part, setup and execution of a Computer Numerical Control (CNC) Mill to construct a part. A PBA will have students conceptualize and create a wax crayon mold prototype that will be used in the final unit.
21st Century Capacities: Design, Product Creation
In this module, students will learn how to coding/programming is used to automate manufacturing processes. This will be done through a series of hands-on programming challenges in which the students will learn how to program a robotic arm to perform several tasks. A PBA will have students create and execute several autonomous programs for robots to fully automate a process in an assembly line.
21st Century Capacities: Collective Intelligence, Product Creation, Perseverance
This culminating unit will serve as the final exam. It will require students to apply what they learned in each of the three modules( rapid prototyping, CNC Mill manufacturing and automation) in creating solution to a manufacturing problem.
The PBA will have students conceptualize and collectively design an automation process of cleaning a cell phone.
21st Century Capacities: Collective Intelligence, Product Creation, Perseverance
Materials Processing
Materials Processing 0.5 Credit Course No. 521
Trimesters: 1
This course is designed to introduce students to general shop safety and practices associated with processing materials. Through hands-on exercises, students will learn how to safely use hand and power tools while working with both wood and metal. Students will focus on learning how to read procedure lists and working drawings in applying a variety of processing techniques to the building of a few projects. The projects are designed to give students as much experience as possible by using many different machines and tools. Emphasis is placed on safety, problem solving, the proper use of tools, measuring, craftsmanship, and critical thinking.
Introductory Career & Technical Education courses like this one provides experiences far more important than those typically associated with shop based courses. Courses like this one, where students use their hands, build confidence, strength of character, and problem solving capabilities useful in all careers and in every educational experiences. In this unit, students will learn how to safely use a variety of hand and power tools in a shop-based environment. Students will take a short safety exam to ensure that they can work in a safe and respectful manner. The goal of each student is to learn how to reflect and persevere along each step of a procedure list when building a practical project. A PBA will have students safely use a variety of hand and power tools in constructing a cutting board.
21st Century Capacities: Reflection, Perseverance
In this unit, students will learn how to safely use a variety of hand and power tools in a metal shop-based environment. Students will learn how to use these tools in conjunction with several sheet metal processes such as layout, cutting, filing, bending, drilling, fastening and finishing. The goal of each student is to learn how to read and interpret working drawings when building a practical project. A PBA will have students design and safely use a variety of hand and power tools in constructing a sheet metal tray to go along with their toolbox.
21st Century Capacities: Synthesizing, Imagining, Product Creation
Architectural Design
Architectural Design 0.5 Credit Course No. 543
Trimesters: 1
This course provides a solid foundation for students who are interested in pursuing a possible career and/or degree in Architecture. Exercises and activities will cultivate student awareness of fundamental skills and concepts necessary for architectural planning, design and drawing. Students will get the experience of acting as an architect and dealing with a client in developing a proposal and conceptual design to meet their needs. Local building codes will be introduced along with practical design techniques. The conceptual design will include floor plans, foundation plans, plot plans, elevations, site plans, and perspective drawings. A computer aided drafting program (Chief Architect) will be used to allow students to think creatively and critically in solving problems related to the design of their client’s home.
The nature of this course will revolve around designing a house on a piece a property for a given client. This process will take place over two units in which they will focus on developing the proposal (Unit 1) and carrying out the proposal in creating the home design (Unit 2).
In Unit 1, students will get the experience of acting as an architect and dealing with a client in developing a proposal to meet their needs. This unit focuses on the conceptual design of residential buildings with emphasis on preliminary design development and model building . Emphasis will be placed on developing the student's ability to research, analyze, and evaluate information from the client as the design evolves. The PBA will have students prepare a conceptual design of a home for review by their given client.
21st Century capacities: Synthesizing, Imagining
In Unit 2, students will be carrying the conceptual design of their client to fruition. Emphasis will be on learning how architectural software can assist in the design process by modeling, visualizing and analyzing building designs. The PBA will have the students creating the artifacts (working drawings, visual tours and presentation model) for the presentation to their client for final approval.
21st Century Capacities: Presentation, Product Creation, Synthesizing
Automotive Technology (formerly Power and Energy Technology)
Automotive Technology (formerly Power and Energy Technology) 0.5 Credit Course No. 533
Trimesters: 1
This course provides an in depth study of basic automotive vehicle systems. Areas of basic operational knowledge, care and maintenance of engine, fuel, ignition, suspension, brakes, electrical, and drive train systems will be studied in a hands-on fashion. Emphasis will be placed on safety practices, shop operations, troubleshooting, testing, adjusting, repairing, and replacing components using appropriate test equipment and service information. Upon completion, students should be able to perform a variety of automotive repairs using proper service procedures and to operate appropriate equipment. It is recommended that students have their own car to work on but it is not required.
Students in this course will be introduced to the basics of safety, equipment identification and use, engine operation, vehicle system fundamentals, vehicle maintenance and shop operation. This course allows students to experience a variety of automotive practices through both demonstrations and instruction within engine theory, repair and maintenance. Students learn of the varied careers available within the automotive industry. Engine design and construction are discussed and studied. Students will receive experience with automotive repairs and diagnosis. The PBA will have students perform a safety inspection on an automobile and determine what type of service/repair is needed.
21st Century Capacities: Analyzing, Synthesizing, Perseverance
5 – Journalism and Broadcasting Career Pathway
Overview
Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services.
The foundational course for this pathway is a prerequisite for the additional course offerings: Introduction to T.V. Studio (Course No. 544)
The following courses within this pathway can be taken after successful completion of the foundational course:
- T.V. Production (Course No. 546)
- Video Journalism (Course No. 550)
Journalism (Course No. 068) falls within this career pathway, but it taught in the English Department. Please refer to that section of the Program of Studies for course description.
Introduction to T.V. Studio
Introduction to T.V. Studio 0.5 Credit Course No. 544
Trimesters: 1
This course introduces students to the basic concepts of video production technology. Students start by learning basic camera operation and move on to become familiar with the complete video production process. During this course, cooperative activities are completed dealing with pre-production, camera operation, shot composition, microphones, and interviewing. A major portion of Introduction to T.V. Studio is devoted to learning non-linear editing skills on Apple iMac computers and applying that knowledge towards the creation of several video projects. Students with career interests in the communication field would benefit from taking Introduction to T.V. Studio. Introduction to T.V. Studio is a prerequisite to T.V. Production.
Unit 1 Video Camera and Stabilization Basics
Students will be introduced to the world of moving pictures and the difference between capturing film and video. They will learn the importance of, and practice, proper camera and tripod setup, shot types and moves, white balance, exposure, and stabilization. Students will learn "how to properly capture a moment" which will act as the foundation for all future video endeavors. A PBA will have students create a reality TV Show introduction.
21st Century capacities: Imagining, Product Creation
Unit 2 Video Sequencing and Editing
Students will learn the terms and techniques of the phases of production, video sequencing, and non-linear editing software. While going through the three production phases, students will create their first sequence to convey a complex message to the audience. New sequencing concepts such as continuity, 5 second rule, 180 degree rule, will be applied and the computer editing process will be explored. In the PBA, students will imagine a unique way to create a video product that expresses a complex idea of "wisdom".
21st Century Capacities: Imagining, Collective Intelligence, Product Creation
Unit 3 Capturing Professional Audio and DSLR Video
Students will learn the proper techniques to capture high quality, external microphone audio during production, and the concepts required to operate a Digital Single Reflex Camera (DSLR Camera). The PBA will have students imagine and create a video that conveys a metaphorical idea.
21st Century capacities: Imagining, Product Creation
Unit 4 Public Service Announcement
Video is an important communication tool that should be used for a reason: social awareness or change, news, entertainment, fostering community and culture. Students will use all of their production skills to create an effective civic message. In groups students will create an idea treatment, then Write, Film and Edit a Public Service Announcement for a Civic Need. In this culminating experience, students will create a video Public Service Announcement. This public service announcement will act as an all encompassing PBA and final exam for the entire course, allowing students to demonstrate a comprehensive understanding of the concepts acquired throughout all the units of the course.
21st Century capacities: Imagining, Product Creation, Citizenship
T.V. Production
T.V. Production 0.5 Credit Course No. 546
Trimesters: 1
Prerequisite: Successful completion of Introduction to T.V. Studio or instructor approval for juniors & seniors.
This communication course is designed to provide students with an opportunity to learn and practice the processes involved in live television broadcasting and broadcast journalism. Students work in front of the camera as reporters and behind the scenes as directors and studio control room technicians. Multiple camera talk show productions are introduced as well as Apple’s Final Cut Pro X editing software. Students examine video production techniques including lighting, audio, color grading, studio camera work, and studio directing. Students will learn how to format scripts properly for broadcast news and will produce news segments for the statewide Fox 61 Student News Program.
Unit 1 Professional Video and Editing Development
While the focus of Intro to TV Studio was to accurately capture reality, this unit's primary objective is to “Make the video look better than reality”. You will learn and practice a variety of skills pertaining to DSLR and mirrorless cameras, stabilization and editing. The PBA will have students apply these skills in creating a promotional video. The purpose of this video is to highlight the positive features and/or attributes of a club, team, course, civic group, person, place or location within the school community through the manipulation of the DSLR camera.
21st Century Capacities: Imagining, Product Creation
Unit 2 Melding Video and Journalism
In this unit students will learn the elements of television news story production including proper interview technique and script writing. Students will also learn how to balance selecting a story with their audience in mind, meeting the technical challenges of creating the story along with doing both in a creative fashion. In the culminating PBA, students will participate in a statewide student news program in hopes of airing their news stories throughout the state and competing for awards.
21st Century Capacities: Imagining, Product Creation, Presentation
Students will learn and practice the equipment and roles necessary to run a digital studio and control room. Students will participate in an exploratory round robin in a studio environment to write, direct, and produce a simulated talk show. The unit PBA will be an interview talk show featuring a person of prominence in the school community which will be shared to the public for an authentic audience.
21st Century Capacities: Collective Intelligence
Video Journalism
Video Journalism 0.5 Credit Course No. 550
Trimesters: 1
Prerequisite: Successful completion of T.V. Production.
This course will address advanced video and TV studio production with an emphasis on the application of electronic news gathering techniques towards a weekly Tiger Talk school news production. Through lectures, hands-on labs, and projects, students will learn and apply studio control room and field production techniques. Students in Video Journalism will acquire technical knowledge and competencies in camera operation, lens theory, switching, advanced Apple Final Cut video editing, audio and tracking, lighting, picture composition, shot planning, continuity, scripting/writing, and interviewing. Students will also research possible careers in the communications industry.
Students in the Video Journalism course will ramp up their skills to be qualified as the sole creators of the schoolwide news broadcast of Tiger Talk. Students will earn credentials by proving they have the advanced skills in the areas of camera tech, studio tech, editing, writing, reporting, interviewing, anchoring, and directing in order to create the school wide news/entertainment broadcast.
In the culminating PBA experience, students will create a pilot episode of Tiger Talk for instructor/administrative approval. This Pilot Tiger Talk Episode will act as the unit PBA and also establish the rigor for the 2nd unit, allowing students to demonstrate a comprehensive understanding of the concepts required to hold their weight throughout a 7 week school wide production schedule.
21st Century Capacities: Collective Intelligence, Perseverance
Students in the Video Journalism course will now apply their skills as the sole creators of the schoolwide news broadcast of Tiger Talk. Students will utilize their advanced skills in the areas of camera tech, studio tech, editing, writing, reporting, interviewing, anchoring, and directing in order to create the school wide news/entertainment broadcast.
In this culminating course PBA experience, students will specialize in each skill area during each episode of Tiger Talk for instructor/administrative approval. Each Tiger Talk episode will act as an individual opportunity to contribute their skills in a specific area while collaborating as a production team. Each week a different PBA skill area will be evaluated, allowing students to build a comprehensive portfolio of experiences in all areas of production.
21st Century Capacities: Collective Intelligence, Perseverance
6 - Manufacturing Production
- Overview
- Materials Processing
- Computer Aided Drafting & Design
- Computer Integrated Manufacturing
- Robotics Engineering
Overview
Focused on planning, managing and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing, and process engineering.
The foundational course for this pathway is: Materials Processing (Course No. 521)
The following courses within this pathway can be taken in any order:
- Computer Aided Drafting & Design (Course No. 541)
- Computer Integrated Manufacturing (Course No. 532)
- Robotics Engineering (Course No. 539)
Materials Processing
Materials Processing 0.5 Credit Course No. 521
Trimesters: 1
This course is designed to introduce students to general shop safety and practices associated with processing materials. Through hands-on exercises, students will learn how to safely use hand and power tools while working with both wood and metal. Students will focus on learning how to read procedure lists and working drawings in applying a variety of processing techniques to the building of a few projects. The projects are designed to give students as much experience as possible by using many different machines and tools. Emphasis is placed on safety, problem solving, the proper use of tools, measuring, craftsmanship, and critical thinking.
Introductory Career & Technical Education courses like this one provides experiences far more important than those typically associated with shop based courses. Courses like this one, where students use their hands, build confidence, strength of character, and problem solving capabilities useful in all careers and in every educational experiences. In this unit, students will learn how to safely use a variety of hand and power tools in a shop-based environment. Students will take a short safety exam to ensure that they can work in a safe and respectful manner. The goal of each student is to learn how to reflect and persevere along each step of a procedure list when building a practical project. A PBA will have students safely use a variety of hand and power tools in constructing a cutting board.
21st Century Capacities: Reflection, Perseverance
In this unit, students will learn how to safely use a variety of hand and power tools in a metal shop-based environment. Students will learn how to use these tools in conjunction with several sheet metal processes such as layout, cutting, filing, bending, drilling, fastening and finishing. The goal of each student is to learn how to read and interpret working drawings when building a practical project. A PBA will have students design and safely use a variety of hand and power tools in constructing a sheet metal tray to go along with their toolbox.
21st Century Capacities: Synthesizing, Imagining, Product Creation
Computer Aided Drafting & Design
Computer Aided Drafting & Design 0.5 Credit Course No. 541
Trimesters: 1
This course is designed to provide students with a foundation in the basic skills needed for success in modern design and engineering careers. Student will be introduced to concepts revolving around technical drawing, 3D modeling and 3D printing to communicate design intent. Through hands-on exercises, students will learn and apply basic skills in computer aided drafting and 3D printing as a way to simulate and create solutions to a variety of problems. Student will learn these skills/processes in a collaborative fashion with their classmates through conceiving, designing, modeling and creating working prototypes to communicate their solutions.
Unit 1 Introduction to 3D Modeling
This unit introduces the student to concepts and tools for producing solid models that can be efficiently manufactured in an engineering shop. Students will learn and apply the major processes (Sketching, dimensioning, Extrude, Shell, Revolve, Sweep & Loft) within a 3D modeling software (SolidWorks) in creating solutions (models) to a variety problems. Student will learn these skills/processes in a collaborative fashion with their classmates through conceiving, designing, modeling and creating working prototypes for testing by using 3D printing technologies. The PBA will have students design and 3D print a cell phone stand/audio enhancer.
21st Century Capacities: Imagining, Product Creation
Unit 2 Orthographic Projection
This second unit focuses on the methods needed to create a working drawing that is functional and prepares a person or computer to build/construct or machine a part. Orthographic projection is widely used in engineering practice to make working drawings. Engineers are required to design, revise, analyze, and/or construct complex parts or systems. These parts or systems, are conceived or exist due to working drawings. A working drawing, is usually the last drawing produced by a designer. It normally has three accurate views of a product, a front view, side view and plan view, dimensions (measurements) and a bill of materials. The PBA will have students go through the whole process of designing a paddle boat from creating a full set of working drawings, building a model prototype then making corrections to the working drawings.
21st Century Capacities: Collective Intelligence, Product Creation
Computer Integrated Manufacturing
Computer Integrated Manufacturing 0.5 Credit Course No. 532
Trimesters: 1
Prerequisite: Successful completion of Computer Aided Drafting & Design
The design and manufacture of everyday items are ubiquitous in modern life, yet most students have not had the opportunity to experience the innovative nature of modern computer integrated manufacturing. This course is an introduction to the use of computers for the integration of all functional areas in a manufacturing enterprise. The focus will be on engineering design, modeling and applications in automation, robotics, numerical control, and computer usage in manufacturing. Using Computer Aided Design as a basis, Students will be introduced to state-of-the art rapid prototyping machines such as 3D Printers, CNC Mills, automation robots and 3D scanners to produce prototypes in solving manufacturing challenges.
Unit 1 3D Scanning & Rapid Prototyping
Computer-integrated manufacturing (CIM) is an introduction to the use of computer techniques to integrate manufacturing activities. These activities encompass all functions necessary to translate customer needs into a final product. CIM usually starts with the development of a product concept then product design and specification with the final step revolving around automating the manufacturing process.
The content and skills learned throughout the course will be taught in 3 separate modules (units) followed by an all encompassing PBA. For each module, students will work collaboratively, at their own pace, following a guided instructional tutorial. The first three days of the trimester will be used for review of computer aided mechanical drawing and 3D printing skills.
In this module, students will learn about the rapid prototype processes used in Manufacturing. This will revolve around the concepts of additive prototyping, 3d scanning and computer Aided Drafting. Prototyping is part of the design process in which a functional solution is created and able to be tested. 3D scanning enhances this prototyping process by improving accuracy and complexity while reducing time. A PBA will have students conceptualize and create a theme based Chess game piece prototype.
21st Century Capacities: Synthesizing, Imagining, Product Creation
Unit 2 CNC Mill & Rapid Prototyping
In this module, students will learn how to manufacture items through subtractive prototyping. This will be done through a hands-on approach in designing a part, setup and execution of a Computer Numerical Control (CNC) Mill to construct a part. A PBA will have students conceptualize and create a wax crayon mold prototype that will be used in the final unit.
21st Century Capacities: Design, Product Creation
In this module, students will learn how to coding/programming is used to automate manufacturing processes. This will be done through a series of hands-on programming challenges in which the students will learn how to program a robotic arm to perform several tasks. A PBA will have students create and execute several autonomous programs for robots to fully automate a process in an assembly line.
21st Century Capacities: Collective Intelligence, Product Creation, Perseverance
This culminating unit will serve as the final exam. It will require students to apply what they learned in each of the three modules( rapid prototyping, CNC Mill manufacturing and automation) in creating solution to a manufacturing problem.
The PBA will have students conceptualize and collectively design an automation process of cleaning a cell phone.
21st Century Capacities: Collective Intelligence, Product Creation, Perseverance
Robotics Engineering
Robotics Engineering 0.5 Credit Course No. 539
Trimesters: 1
Students will be introduced to the fundamentals of building and programming a robot. Implementing the Engineering Design Process throughout the course, students will work respectfully and responsibly with others in exchanging and evaluating ideas in building and programming a robot to perform a variety of tasks. Utilizing engineering notebooks as a tool, students will also be expected to document and analyze their performance throughout the process in evaluating progress of their robot as it performs in a variety of challenges.
Unit 1 Fundamentals and the role of the programmer
Students will be introduced to the fundamentals of building and programming a robot to do specific tasks. Implementing the Engineering Design Process throughout the course students will work respectfully and responsibly with others in exchanging and evaluating ideas in building and programming a robots performance. Utilizing engineering notebooks as a tool, students will also be expected to document and analyze their performance throughout the process to evaluate progress in determining their next step. A PBA will have students develop an autonomous program for their robot to perform a "Programming" challenge for the current VEX EDR game.
21st Century Capacities: Collective Intelligence, Reflection
In competitive robotics the robots are typically divided down into subsystems that perform different functions. Some of these systems will stretch throughout the robot while others will consist of only a single mechanism. An example list of subsystems is shown below:
- Object Manipulation
- DC Motors
- Mechanical Power Transmission
- Drivetrain
- Lifting Mechanism
In order for the overall robot to function effectively, each of these systems must work together. Students will be asked to utilize any two of these five subsystems along with accompanying Engineering Notebook entries as part of the overall design process. In order to design any one of these systems, one must have knowledge of all the others which will be briefly informally discussed throughout the unit. Any requirements on the way these subsystems interact as part of the systems integration would be treated as Specifications (design constraints) in Step 3 of the design process. The PBA will span most of the unit and have students develop a robot to compete in the "Skills Challenge" the current VEX EDR game. The Engineering Notebook will be graded after each learning activity and transfer task.
21st Century Capacities: Design, Perseverance
7 – Restaurant and Food Service Career Pathway
- Overview
- Introduction to Culinary Arts (formerly Foods and Nutrition)
- International Cuisine (formerly International Foods)
- Chefs at Hand
- Bake Shop
- Creative Cooking
Overview
The management, marketing and operations of restaurants and other food services, lodging, attractions, recreation events and travel related services.
The foundational course for this pathway is: Intro to Culinary Arts (Course No. 574)
The following courses within this pathway can be taken in any order:
- Bake Shop (Course No. 580)
- Chefs at Hand (Course No. 576)
- Creative Cooking (Course No. 581)
- International Cuisine (Course No. 575)
Introduction to Culinary Arts (formerly Foods and Nutrition)
Introduction to Culinary Arts (formerly Foods and Nutrition) 0.5 Credit Course No. 574
Trimesters: 1
This introductory course focuses on the basic, essential skills needed to operate in the culinary industry. These skills include safety and sanitation, kitchen tools and equipment, measuring and conversions, reading a recipe, basic cooking methods, identifying and combining the characteristics of different foods and planning/preparing a cohesive meal. Through hands-on activities, students learn a variety of different cooking techniques. This course within our Restaurant and Food Services career pathway will provide opportunities for our students to learn and perform a variety of tasks needed to maintain operations and promote guest services in eating establishments.
This introductory unit focuses on the basic, essential skills needed to operate in the culinary industry. These skills revolve around safety and sanitation, kitchen tools & equipment, measuring and conversions, reading a recipe and introductory cooking methods. Through hands-on activities this unit helps students learn a variety of different cooking techniques along with skills used in the Restaurant and Food Services career pathway. Our Restaurant and Food/Beverage Services career pathway will provide opportunities for our students to learn and perform a variety of tasks needed to maintain operations and promote guest services in eating and drinking establishments. In the PBA, students will apply their skills and knowledge within safety and sanitation, measuring, cooking techniques and reading a recipe in preparing a rice pilaf dish.
21st Century capacities: Synthesizing, Product Creation
In this second unit of study, students will continue to learn how to cook different foods with varied cooking methods and also learn how to identify and combine the characteristics of foods and select the best cooking methods in creating edible dishes. The PBA will have students apply these skills in creating a delicious appetizer using specific ingredients along with a mystery ingredient.
21st Century Capacities: Imagining, Product Creation
Unit 3 Meal Planning (Final Exam)
This final unit of study will serve as the final examination. Students will learn how to plan and prepare a cohesive meal. There will be a focus on consumer skills and budgeting. The PBA is a comprehensive project where students plan and prepare a meal for guests. This includes menu planning, budgeting, shopping, food preparation, hosting, and cleaning.
21st Century capacities: Synthesizing, Collective Intelligence, Product Creation
International Cuisine (formerly International Foods)
International Cuisine (formerly International Foods) 0.5 Credit Course No. 575
Trimesters: 1
Students will explore a few target cultures and their typical dishes and ingredients, while examining their own preconceived notions about the culture and their food. Students will explore the factors that influence the cuisine of different cultures and how one type of food has different interpretations worldwide. Basic preparation techniques will be reviewed throughout this course. After seeing how different food can be, students will analyze menus from other countries, and try to develop recipes influenced by other cultures. The culmination will be in presenting to the class a new recipe which is a fusion of two cuisines.
How does food tell us a story? In Unit 1 of International Foods, students will explore the stories behind the foods we eat, including the factors that influence the cuisine of different cultures. Students will explore a few target cultures and their typical dishes and ingredients, while examining their own preconceived notions about the culture and their food. Basic preparation techniques will be studied in order to prepare a variety of cultural dishes. Students will begin an international cookbook; it will serve as an exploration to other cultures and the recipes therein. At the end of the semester, students will be able to keep the cookbook. Students will ultimately experience several authentic, international dishes. They will explore the origin "story", or the tradition associated with a particular food. Taking on the role of a food author (blogger, editorialist, children’s book author), students will demonstrate their knowledge of the cuisine and the flavors to the rest of the class. Upon completion of the PBA, students will vote on which international dish to sample and learn to cook in class.
21st Century Capacities: Presentation, Alternate Perspectives
Chefs at Hand
Chefs at Hand 0.5 Credit Course No. 576
Trimesters: 1
Prerequisite: Successful completion of Introduction to Culinary Arts, Bake Shop, or International Cuisine.
This advanced course provides students with the opportunity to work in the Tiger Café, a restaurant open to faculty and staff. Students in Chefs at Hand work together to manage, plan, prepare, and sell a variety of foods and gain experience in each job in the restaurant. The restaurant industry and various careers are explored. Students with an interest in culinary arts, business, or entrepreneurship would benefit from taking Chefs at Hand.
This unit is focused on preparing students to work in the Tiger Cafe, a student-run restaurant open to faculty and staff. Students will learn standard restaurant procedures, safety and sanitation protocols and the kitchen brigade system. They will learn to work at each of the stations in the kitchen and practice preparing soups, salads, sandwiches, and desserts. Students will also develop menus that appeal to a target market and comply with time and cost constraints. They will test recipes, write menu descriptions, calculate costs, and determine prices. In the PBA, students will prepare a sandwich for the menu. They will research sandwiches, select a recipe, prepare the sandwich, taste test, modify the recipe, write a menu description and calculate costs and prices. This menu item will be on a menu for the Tiger Cafe in Unit 2.
21st Century Capacities: Synthesizing, Product Creation
Unit 2 "Tiger Cafe" Restaurant
Using the menus created in Unit 1, students will run all of the components of the Tiger Cafe. Using the skills practiced in Unit 1, students will work together to prepare takeout orders for members of the staff. Students will work at each station in the kitchen and prepare soups, salads, sandwiches, and desserts. Students will also be in charge of restaurant management tasks in order for the restaurant to operate efficiently and successfully. Students will demonstrate a comprehensive understanding of all the concepts and roles within a restaurant.
In this culminating course PBA experience, students will collectively work together in providing the faculty at Daniel Hand the opportunity to purchase "take-out" lunches through the Tiger Cafe. Each week will provide students the opportunity to contribute their skills in a specific area while collaborating as a team through actively serving in one of the roles within a restaurant style kitchen.
They will roughly follow the schedule below depending on available resources, number of orders, and number of students enrolled in the class.
- Monday: Food Delivery - initial storing and checklist preparation.
- Tuesday: Prep
- Wednesday: Major prep for take-out orders on Wednesday and Thursday
- Thursday: Service day
- Friday: Order collection, planning individual responsibilities and ordering for the following week. Cleaning and maintaining work space and inventory.
21st Century Capacities: Collective Intelligence, Perseverance
Bake Shop
Bake Shop 0.5 Credit Course No. 580
Trimesters: 1
Bake Shop provides students with the opportunity to explore the creative world of cooking with a focus on the art of baking. Students will prepare breads, pastries, cakes, and cookies. The baking craft applies principles of math and chemistry in creating the final products.
Note: Because of the popularity of this course and because upperclassmen are given priority in the scheduling process, freshmen and sophomores may not get this course in their schedule. If you choose this course, please make sure you also select alternates.
In Unit 1 of Bake Shop, students will explore how the art of baking is actually science in action. Although students may have had prior foods courses, the unit will begin with basic food sanitation and safety. Students will also learn how to read a recipe in order to come out with the best results every time. Following this, students will explore the chemistry behind their favorite baked treats and learn about the common mishaps and pitfalls that bakers encounter. How can students avoid these mishaps while ensuring accuracy in a recipe? The unit will culminate in a technical challenge that will require students to recreate and prepare a recipe that is missing some elements.
21st Century Capacities: Analyzing, Synthesizing, Decision Making
Unit 2 Decoration & Presentation
In Unit 2 of Bake Shop, students will explore the artistic side of baking. There will be a focus on presentation and appearance. Student will practice cakes, cake decorating, pies, pastries as well as plating with garnishes and accents.
21st Century Capacities: Imagining, Presentation
Creative Cooking
Creative Cooking 0.5 Credit Course No. 581
Trimesters: 1
Prerequisite: Successful completion of Introduction to Culinary Arts.
This course is designed to give students the opportunity to learn varied culinary principles. They will apply cooking concepts while combining ingredients in a creative fashion. Students will explore how to substitute, modify and make changes to existing recipes. There will be an emphasis on how ingredient pairing, seasoning, and cooking methods affect the taste, texture, and appearance of a dish. Students will also be expected to analyze their creations using all five senses. As a culminating event, students will take part in a culinary competition. They will be challenged to create a dish using a set of predetermined ingredients.
In Unit 1 of Creative Cooking, students will examine how to make food appealing. Students will first practice basic preparation techniques in order to refresh their culinary skills and knowledge. These essentials include safety and sanitation, knife skills, sautéing and other cooking methods. Students will explore how all 5 senses contribute to the success of a dish. They will study basic flavors: bitter, sweet, sour, umami (savory), salty and learn how they can be combined. Students will begin to experiment with combining ingredients and practice developing and enhancing flavor. Students will also practice plating, garnishing techniques, and presentation. Students will be given a trial run of a "Chopped Challenge" to practice time management and cooking techniques.
In the PBA, students will apply their skills and knowledge to complete their first “Chopped Challenge”, competing to make the best baked potato.
21st Century Capacities: Innovation, Imagining, Presentation
In Unit 2 of Creative Cooking, students will create unique dishes through a series of “Chopped Challenges”.
Chefs are each given a basket containing three mystery ingredients and are expected to use all of them in some way. Although failing to use an ingredient is not an automatic disqualification, the judges do take such omissions into account when making their decisions. The chefs are given unlimited access to a pantry and refrigerator stocked with a wide variety of other ingredients.
Each round has a time limit, typically 40 minutes. The chefs must cook their dishes and complete the plating. Once time has expired, the judges critique the dishes based on presentation, taste and creativity. The winner receives the golden spatula (or other utensil)
In the PBA, students will work as a professional test kitchen and have been hired by a publisher to develop a unique dish in three separate categories. The publisher wants to use these recipes in a variety of media ranging from cookbooks, blogs and/or websites. The publisher also wants to collect a variety of recipes for future considerations.
21st Century Capacities: Imagining, Reflection