Career and Technology Education
Dan Grenier and Dave Tommaso reflect upon the shifts in their department as curriculum becomes a shared endeavor.
- Overview
- Guiding Document
- Kindergarten
- Grade 1
- Grade 2
- Grade 3
- Grade 4
- Grade 5
- Grade 6
- Grade 7
- Grade 8
- High School
- STEAM Class Documentary
Overview
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 METHODS/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.
STANDARDS
The Madison Career & Technical Education curriculum is created with the district priorities represented in the mission statement, the Profile of a Graduate 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 Profile of a Graduate Capacities and are most frequently revisited and assessed in curricular units throughout a student’s academic career.
Click on chart to open PDF
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
Kindergarten
STEAM
Discovering STEAM: Exploring Science, Technology, Engineering, Art, and Math
Unit 1
In this unit, kindergarten students are introduced to the world of STEAM learning while building classroom routines, expectations, and curiosity. Through stories, songs, and hands-on exploration, students learn what each letter of STEAM stands for and what it means to be a respectful, creative problem-solver.
Students will:
- Learn routines and responsibilities for using materials safely and respectfully.
- Explore each part of STEAM through engaging books, videos, and activities:
- Science: observe and ask questions like real scientists.
- Technology: discover tools and inventions all around us.
- Engineering: build and test creative designs.
- Art: express ideas through different artistic tools and media.
- Math: play with numbers, shapes, and patterns.
- Start their STEAM sketchbooks to capture ideas, designs, and discoveries.
- Collaborate and create in their first experiences with the makerspace.
By the end, students will understand that STEAM is all around them—and that they, too, are scientists, engineers, artists, mathematicians, and creators ready to explore the world!
Profile of a Graduate Capacities: Design, Collective Intelligence
STEAM Fairytales: Building Solutions for Storybook Friends
Unit 2
This unit will integrate Science, Technology, Engineering, the Arts and Mathematics to guide student inquiry, dialogue, and critical thinking within the context of fairy tales.
In this unit, kindergarten students step into the world of classic fairy tales—but with a twist! Instead of just listening to the stories, students become engineers, designers, and inventors who help the characters solve their biggest problems. Can they build a drawbridge for a castle, design a carriage for Cinderella, or create a zipline for Jack to escape the beanstalk?
- Through hands-on challenges, students will:
- Read and explore fairy tales with familiar characters.
- Design and test solutions using STEAM practices.
- Work like engineers—planning, building, testing, and improving their ideas.
- Collaborate and problem-solve to bring their storybook friends to safety.
By the end, students won’t just know fairy tales—they’ll have engineered new endings!
Profile of a Graduate Capacities: Design, Collective Intelligence
Robots in Action: Building, Coding, and Problem-Solving
Unit 3
In this unit, kindergarten students dive into the exciting world of robots and coding through playful, hands-on challenges. They’ll discover how robots can help people, how coding works, and how they can create their own inventions to solve real-world problems.
Students will:
- Design and build tools in the Maker Space, like a litter picker to help keep the environment clean.
- Explore coding basics by giving step-by-step directions to help a mouse find its cheese.
- Bring coding to life by programming robots to navigate obstacles and even create their own courses.
- Invent and program their own robots, combining creativity, building skills, and coding knowledge in a final challenge.
By the end, students will see themselves as engineers, problem-solvers, and coders, ready to imagine how robots can make our world a better place.
Profile of a Graduate Capacities: Design, Collective Intelligence
Grade 1
STEAM
From Light to Sound: Creative Problem-Solving in STEAM
Unit 1
In this introductory STEAM unit, students will become designers and problem-solvers. They will explore materials, practice teamwork and communication, and use the design process to create and test solutions. Along the way, they will build understanding of computational thinking—breaking problems into smaller steps, sequencing, and recognizing cause and effect—while connecting science concepts of light and sound to real-world applications.
Students will engage with LEGO® Education Spike Essential: Great Adventures. Through story-based challenges, they will create models that light up or make sound, learn how to build and test simple programs, and practice debugging when things don’t work the first time. These activities not only strengthen problem-solving and collaboration but also give students a fun and meaningful introduction to the world of STEAM. They will also explore LEGO® Education Science investigations where they discover that objects can only be seen in the dark when illuminated and design instruments that use sound to communicate across a distance.
The unit concludes in the MakerSpace, where students tackle open-ended challenges and design solutions to real-world problems. They will discover that there are many ways to solve a problem, that designs often need to be revised and retested, and that applying scientific knowledge can lead to stronger, more effective solutions.
Profile of a Graduate Capacities: Collective Intelligence, Design
Adapt, Design, Invent: STEAM Adventures in Nature and Technology
Unit 2
Using Lego Education Spike and Lego Education Science, Grade 1 students begin by designing a solution to a human problem by mimicking how animals use their external parts to meet their needs. This foundational activity introduces the connection between nature and problem-solving, helping students observe patterns and understand how animals adapt to survive.
Next, students engage in the technology component of the engineering process, building prototypes and programming their functions. They learn to develop programs using sequencing and loops, test whether their programs work, and debug any issues that arise. Through these experiences, students see how technology and engineering can be used to solve real-world problems creatively.
Alongside the engineering and technology work, students explore behavioral patterns in parents and offspring that support survival. They develop their collaborative discussion skills by referring to story elements, identifying a character’s problem, and applying those insights to their design and programming tasks. Having a clear understanding of the problem helps students grow into effective problem-solvers.
Finally, the MakerSpace component brings students full circle, asking them to apply their scientific understanding of animal adaptations and create new defense mechanisms for plant or animal survival. This culminating activity integrates knowledge, creativity, and collaboration while highlighting the ways nature inspires innovation.
Investigating Light, Sound, and the Sky
Unit 3
In this hands-on science unit, students are introduced to physical and life science concepts while exploring the fascinating ways light, sound, and natural patterns affect our world. Using LEGO Education Spike and Lego Education Science, students build and test models, design solutions to real-world problems, and investigate patterns of the sun, moon, and stars.
Students will discover that objects can only be seen when illuminated and that sounds are produced by vibrating materials. They will explore how different materials affect the transmission of light and sound and use this understanding to design tools that communicate over a distance. Students will also program light and sound sensors, integrating technology into their investigations.
Throughout the unit, students develop self-regulation, perseverance, and a growth mindset as they engage in collaborative problem-solving. They consider ideas from others, work toward shared goals, and clearly articulate their design choices and reasoning. The MakerSpace allows students to combine their artistic creativity with scientific understanding by creating a mobile that represents the sun, moon, and stars.
Profile of a Graduate Capacities: Collective Intelligence, Design
Grade 2
STEAM
From Ideas to Innovation: Exploring Science and Engineering with LEGO
Unit 1
As their introductory unit to STEAM, students will explore Lego Education Spike and Lego Education Science materials and learn how to use them appropriately to innovate their own designs in response to presented problems. They will learn expectations for communication and engage in collaborative discussions as they work with peers to develop prototypes that meet shared goals. Students will be introduced to the engineering design process, understanding the importance of fully analyzing a problem before designing solutions, brainstorming multiple ideas, and testing and refining their prototypes. Through hands-on challenges, they will extend their science learning from the classroom by creating solutions that address the effects of changing land and by building models representing land and bodies of water. Along the way, students will practice observational skills to determine how to modify their solutions to best meet the needs of the Lego characters, apply science concepts in their design process, compare different designs, and evaluate their effectiveness.
Students will also be introduced to the MakerSpace, where they will tackle open-ended problems and design solutions to science-related, real-world tasks. In this creative space, students will evaluate the effectiveness of different materials, observe how materials affect their prototypes, and make iterative changes as needed. Across the unit, they will develop critical STEAM skills, including problem-solving, collaboration, and design thinking, while building a strong foundation in science concepts, engineering practices, and innovation.
Profile of a Graduate Capacities: Design, Collective Intelligence
From Bridges to Ferris Wheels: Hands-On STEAM Adventures
Unit 2
In this STEAM unit, students engage in hands-on, collaborative learning to explore different materials, while evaluating their effectiveness. Using LEGO Education Spike and LEGO Education Science, along with MakerSpace materials, students tackle real-world problems and develop solutions through creativity, experimentation, and teamwork.
Students begin by investigating how different materials behave, testing their properties, and building simple machines and structures such as bridges. They gradually apply these skills to more complex challenges, including creating spinning rides, Ferris wheels, and amusement park attractions. Throughout the unit, students learn to plan, test, and refine prototypes while observing how materials and designs affect performance.
In the MakerSpace activities, students expand their problem-solving skills and use the engineering and design process to design an ice-insulating container and build a wind-powered boat. Throughout the unit, students develop critical skills such as collaboration, communication, perseverance, and creative problem-solving. They are encouraged to share ideas, give and receive feedback, and reflect on their learning.
Profile of a Graduate Capacities: Collective Intelligence, Design
Building in Nature: Exploring Animal, Plant, and Environmental Science Through STEAM
Unit 3
In this hands-on unit, students embark on an exciting journey to explore the natural world and apply scientific concepts through collaborative design and engineering challenges. Students start by working together to design solutions for science-related animal topics. They investigate the function of plant and animal behaviors, examine the diversity of life within habitats, and apply these observations to create their own models and solutions.
Next, students engage with Lego Education Spike and Lego Education Science that focus on a variety of scientific concepts, including animal and plant survival, seed dispersal, and wind erosion. Throughout these lessons, students practice the engineering design process: decomposing problems, redesigning solutions, and creating models that reflect what they have learned. They develop observational skills to select the best materials, refine prototypes, and design solutions that prevent or reduce wind damage. Students compare designs across the class, articulate their choices, and evaluate the effectiveness of different models.
Finally, students apply their science and engineering knowledge during MakerSpace activities, designing innovative solutions using the materials best suited for the task. This unit emphasizes the strong connection between science and engineering, helping students build confidence in using prior knowledge to generate ideas, persevere through challenges, and approach complex tasks independently. By the end of the unit, students become more skilled at tackling problems, testing solutions, and collaborating effectively with peers, all while deepening their understanding of the natural world.
Profile of a Graduate Capacities: Design, Collective Intelligence
Grade 3
STEAM
Creative Builders-Solving Problems with Science and Engineering
Unit 1
In this introductory STEAM unit, students will dive into hands-on challenges using LEGO Education Science kits and our MakerSpace. They will learn how to explore materials, design prototypes, and test their ideas while working together to solve a wide range of problems.
From designing homes that can withstand heavy rain, racing bug bots, and even creating tools to measure the wind, each activity gives students the chance to think like engineers and scientists. They will learn the expectations for communication, collaborate in teams, and practice giving and receiving feedback as they design, test, and improve their work.
As their introductory unit to STEAM, students will learn how to use materials appropriately to innovate their own designs for different challenges. They will construct prototypes for specific tasks, evaluate their effectiveness, and then refine their ideas by comparing them against criteria and constraints. This process helps students see the value of perseverance, creativity, and critical thinking. The unit concludes with time in the MakerSpace, where students will have greater autonomy to choose their designs, test materials, and make improvements based on results. These experiences immerse students in the design process and build their ability to problem-solve, innovate, and reflect—skills that will serve them well both in and beyond the classroom.
Profile of a Graduate Capacities: Design, Collective Intelligence
Innovators in Action!
Unit 2
In this exciting STEAM unit, students become young engineers, scientists, and computer scientists, tackling hands-on challenges that spark curiosity and creativity. Throughout the unit, students will explore how objects move, how forces interact, and how technology can help solve real-world problems.
Students will deepen their understanding of programming using Lego Education Science and Lego Education Spike by creating sequences and loops, breaking problems into smaller parts, and improving programs to meet specific needs. They will develop critical thinking skills as they test, debug, and refine their programs, learning to describe the decisions they’ve made and how their choices impact their solutions. Students will practice generating multiple solutions and iteratively improving their designs, building both technical skills and problem-solving confidence.
In the MakerSpace, students will apply scientific concepts to design devices that move objects, such as magnetic lifts and catapults. They will develop prototypes, test their designs, and make adjustments to improve function. By experimenting with forces, motion, and energy, students gain hands-on experience with the engineering design process while learning the importance of perseverance, collaboration, and creative thinking.
By the end of this unit, students will have strengthened their abilities to work collaboratively, think critically, and communicate their ideas effectively. They will have experienced the thrill of innovation firsthand—designing, testing, and refining solutions to real-world challenges—preparing them to be confident problem solvers and creative thinkers for years to come.
Profile of a Graduate Capacities: Collective Intelligence, Design
Animal Adaptations, Life Cycles, and Environmental Engineering
Unit 3
In this exciting unit, students explore the science of animals and their environments using LEGO Education Science and LEGO Education Spike. They will build animal prototypes that demonstrate their understanding of adaptations, genetics, and life cycles, from birth through adulthood. Students will use their models to support arguments about scientific concepts, make observations, and connect their learning to the real world.
Throughout the unit, students will apply scientific concepts to the engineering design process, designing solutions to help animals survive weather-related hazards and constructing models that demonstrate scientific phenomena. To do this, students will continue their work writing, debugging, and evaluating the success of their programs, as they did in the previous unit. They will innovate, test, and refine their designs while learning to persevere, be flexible in their thinking, and practice a growth mindset—essential skills for problem-solving and real-world innovation.
By the end of the unit, students will see themselves as environmental engineers and innovators, gaining confidence in their ability to make a positive impact. They will collaborate, communicate their ideas, and explore how creativity and science can work together to solve meaningful problems for animals and ecosystems.
Profile of a Graduate Capacities: Collective Intelligence, Design
Grade 4
CTE Grade 4
STEAM
The Engineers’ Challenge: From Energy to Innovation
Unit 1
In their first STEAM unit, students step into the role of young engineers and inventors! They explore a variety of materials and learn how to use them safely and creatively to solve real-world problems. As they build and test their own designs, students also practice communicating their ideas and explaining how science concepts influence their solutions.
Using Lego Education Spike and Lego Education Science, students investigate energy and energy transfer, applying these concepts throughout the engineering and design process. They deepen their understanding of energy conversion as they develop prototypes that transform energy to make devices work.
Through a hands-on, collaborative project in the MakerSpace, students are challenged to address an environmental problem. They take ownership of their design process, work as a team, and begin to see themselves as engineers making meaningful solutions.
The unit also introduces digital literacy, helping students understand their rights and responsibilities as creators and consumers in the online world. By the end of the unit, students will have combined creativity, problem-solving, science, and technology skills to tackle challenges and bring their innovative ideas to life.
Profile of a Graduate Capacities: Design, Collective Intelligence
Energy and the Crazy Carnival
Unit 2
In this hands-on unit, students become engineers and inventors as they explore how energy works in the world around them. Using Lego Education Spike and Lego Science kits, students design, build, and test a variety of devices, discovering how potential and kinetic energy move objects and how energy can be converted from one form to another.
Through exciting challenges, students collaborate in teams, share ideas, compare solutions, and improve their designs based on feedback. They investigate how objects interact and affect one another’s movements, predict outcomes during collisions, and explore the relationship between energy and speed.
Students continue Lego Spike Crazy Carnival, where they apply what they’ve learned about energy transfer and collisions to invent their own carnival games, testing and refining prototypes to make them work effectively.
In addition to engineering and science, students continue digital literacy lessons, learning the difference between personal and private information and why it’s important to protect private information online.
By the end of this unit, students will have combined science, technology, engineering, and creativity to solve real-world problems, collaborate effectively, and develop critical thinking skills—all while having fun building and experimenting!
Profile of a Graduate Capacities: Design, Collective Intelligence
Exploring Structure, Function, and Design
Unit 3
In this exciting STEAM unit, students will explore the connections between structure and function in both animals and man-made designs using Lego Education Science and Lego Education Spike. Through hands-on activities, they will build models that represent how internal and external structures help organisms survive, grow, and respond to their environment, while also examining how design choices in human-made structures meet specific needs.
Students will apply this understanding to the engineering design process, creating devices and solutions whose structure directly supports their function. They will investigate how criteria and materials influence the success of their designs and, as the unit progresses, use evidence from experimentation and observation to make claims about their design choices.
Collaboration is a key part of the unit. Students will engage in productive discussions, build on the ideas of their peers, and refine their own thinking based on feedback. The MakerSpace encourages creativity, allowing students to explore multiple materials and approaches to achieve the best structure and function for each challenge.
In addition, students will explore digital citizenship, learning the characteristics of responsible online behavior and strategies to combat cyberbullying, helping them develop empathy and responsibility in both digital and real-world communities.
By the end of the unit, students will have strengthened their problem-solving skills, cultivated a creative and collaborative mindset, and deepened their understanding of how science, technology, and engineering work together to solve real-world problems.
Profile of a Graduate Capacities: Design, Collective Intelligence
Grade 5
CTE Grade 5
STEAM
Innovators in Action: Exploring STEAM Through Design and Discovery
Unit 1
In this introductory STEAM unit, students will become young innovators, exploring a variety of materials and tools to create, test, and refine their own solutions to engaging, real-world challenges. Using Lego Education Spike and Lego Education Science, students will investigate scientific concepts while applying the engineering design process to develop inventive devices and prototypes.
Throughout the unit, students will collaborate and communicate effectively, honoring the ideas of all group members while comparing the effectiveness of diverse solutions. They will engage in hands-on design challenges, creating imaginative inventions, problem-solving with unique criteria, and iteratively testing and refining their designs. Students will also explore MakerSpace opportunities, designing devices that connect directly to scientific principles such as light, motion, and communication.
In addition, digital literacy will be integrated as students analyze online news articles to understand structure, purpose, and credibility, with a focus on distinguishing sponsored content from trustworthy information. By the end of the unit, students will have strengthened their problem-solving, collaboration, and digital literacy skills while gaining confidence in designing, testing, and improving their creations, understanding that innovation grows from curiosity, experimentation, and learning from both successes and challenges.
Profile of a Graduate Capacities: Collective Intelligence, Design
Investigating Energy, Gravity, and Innovation
Unit 2
In this exciting STEAM unit, students explore scientific concepts and engineering through hands-on experiences with Lego Education Science and Lego Education Spike. Using the engineering design process, students build and program devices that set objects into motion, applying scientific principles to complete real-world tasks. They experiment with motors to power their creations, learning how design, testing, and iteration can improve their solutions.
Throughout the unit, students investigate evidence that matter is made of particles too small to see, explore the effects of gravitational forces on Earth, and analyze how the number of daylight hours changes over the year. They deepen their understanding of energy flow by creating models that show how animals obtain energy from the sun through the food they eat. Students also engage in a culminating project to research and design solutions for protecting the environment, learning how communities apply science to real-world challenges.
In addition to science and engineering, students enhance their digital literacy skills by examining online behavior, identifying cyberbullying, and practicing strategies to respond safely and responsibly in digital spaces.
By the end of the unit, students will have developed critical thinking, collaboration, and problem-solving skills. They will be able to design, test, and refine innovative solutions, communicate their ideas effectively, and make connections between scientific concepts and the technology they build. This hands-on unit empowers students to see themselves as scientists, engineers, and responsible digital citizens.
Profile of a Graduate Capacities: Collective Intelligence, Design
Problem Solvers at Work: Engineering Meets the Environment
Unit 3
In this engaging STEAM unit, fifth graders will step into the roles of engineers, scientists, and problem-solvers as they design creative solutions to real-world challenges. Using LEGO Education Spike and Lego Education Science kits, students will build and test prototypes such as a Trash Monster Machine, a Winning Goal, and a Literary Randomizer. They will apply the engineering design process to invent classroom creations, tackle a performance-based task, and create models to explore how energy flows through food chains and how matter cycles among plants, animals, and decomposers. Students will also take on a MakerSpace challenge where they brainstorm and design inventions to address pressing environmental issues like plastic pollution, food waste, or biodiversity loss.
Throughout the unit, students will develop their engineering and design skills as they identify problems, brainstorm solutions, and refine prototypes. They will strengthen problem-solving skills by working within constraints, improving on others’ ideas, and evaluating solutions using clear success criteria. By connecting scientific concepts to real-world issues, students will see how innovation can make a difference in their communities and beyond. The unit concludes with a digital literacy lesson on clickbait, where students learn to recognize and avoid misleading online content, building their capacity to be thoughtful, responsible digital citizens.
Profile of a Graduate Capacities: Collective Intelligence, Design
Grade 6
CTE Grade 6
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.
Profile of a Graduate Capacities: Product Creation, Self-Awareness
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.
Profile of a Graduate Capacities: Analyzing, Self-Awareness
Grade 7
CTE 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.
Profile of a Graduate Capacities: Analyzing, Collective Intelligence, Self-Awareness
Grade 8
CTE 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 CTE
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
Connecticut Safe Boating Certification
In this unit, students will learn about Boating Safety. Although there are inherent risks in virtually any sport, a well-educated boater who uses common sense and courtesy on the water contributes to everyone's safety and enjoyment. As a result of the content in this unit, students will be eligible to obtain a Certificate of Personal Watercraft Operation through the CT Sportsman Database. This is required to operate a power boat or vessels over 19 1/2 feet on all state waterways.
Profile of a Graduate Capacities: Analyzing
Building the Boat
In this unit, students select a plan and construct their own boat with available plans ranging from small plywood canoes to a 14' skiff. Full scale boat construction will be the major component of this unit. During the building process students will hone their ability to properly manipulate tools and understand the importance of proper preparation.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness, Decision Making
Video Game Design
Good Games
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.
Profile of a Graduate Capacities: Inquiry, Design, Product Creation
Programming a Game
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.
Profile of a Graduate Capacities: Design, Product Creation
Game Creation
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.
Profile of a Graduate Capacities: Design, Collective Intelligence, Product Creation
Interior Design
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.
Profile of a Graduate Capacities: Design, Product Creation, Decision Making
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.
Profile of a Graduate Capacities: Design, Decision Making
On Your Own
Career Readiness
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.
Profile of a Graduate Capacities: Design, Product Creation, Self-Awareness
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 renting an apartment and buying/leasing a vehicle. 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.
Profile of a Graduate Capacities: Analyzing, Decision Making
Fundamentals of Criminal Justice
The Police
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.
Profile of a Graduate Capacities: Analyzing, Alternate Perspectives
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.
Profile of a Graduate Capacities: Analyzing, Alternate Perspectives
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.
Profile of a Graduate Capacities: Analyzing
Marine Science & Technology
Unit 1 - Science - Ecosystems
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.
Profile of a Graduate Capacities: Analyzing, Product Creation
Unit 3 - Science - Water Quality and Its Effects on Living Systems
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.
Profile of a Graduate Capacities: Analyzing, Product Creation
Unit 1 - Tech - Protocols and Boating
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.
Profile of a Graduate Capacities: Product Creation, Self-Awareness
Unit 3 - Tech - 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.
Profile of a Graduate Capacities: Idea Generation, Product Creation, Self-Awareness
Unit 2 - Independent Study
Independent Project: Fall Trimester
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.
Profile of a Graduate Capacities: Idea Generation, Citizenship
Unit 4 - Final Presentation
Independent Project: Final Presentation
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.
Profile of a Graduate Capacities: Analyzing, Citizenship
2 - Business Management Career Pathway
- Overview
- Introduction to Business
- Entrepreneurship
- Accounting
- Personal Finance
- Marketing
- Business Law
- Investment Analysis
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
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.
Profile of a Graduate Capacities: Analyzing, Idea Generation
Business Structure
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.
Profile of a Graduate Capacities: Product Creation, Self-Awareness, Decision Making
Business Activities
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.
Profile of a Graduate Capacities: Analyzing, Product Creation
Entrepreneurship
The Idea
In the Entrepreneurship course, students will gain hands-on experience of running a business. In unit 1, students will gain an understanding of the "entrepreneurial mindset" and the skills needed in developing a business idea. The PBA will have students create a mission statement, determine 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.
Profile of a Graduate Capacities: Analyzing, Idea Generation, Product Creation
Launching Your Business
In Unit 1, students developed a business idea and pitched it to the rest of the class. In Unit 2, students launch their business by creating a viable product or service. Students develop a marketing & communication plan, create a sales log, website, social media, networking, social responsibility campaign, create financial documents and calculate key performance indicators.
Profile of a Graduate Capacities: Analyzing, Product Creation, Self-Awareness
The Sale
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.
Profile of a Graduate Capacities: Analyzing, Collective Intelligence, Self-Awareness
The Entrepreneur (Final Project)
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.
Profile of a Graduate Capacities: Idea Generation, Product Creation
Accounting
ALOE
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.
Profile of a Graduate Capacities: Analyzing, Product Creation
Business Transactions
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.
Profile of a Graduate Capacities: Analyzing, Product Creation
Automated Accounting Software
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.
Profile of a Graduate Capacities: Inquiry, Analyzing
Personal Finance
A Paycheck and a Plan
Students will see examples of millionaires who eventually went bankrupt, because despite having millions of dollars, they had no plan for their money, and when you "fail to plan, you plan to fail." The first unit starts off by teaching the importance of having a financial plan, and the importance of saving money and sticking to a plan in order to reach financial goals. The unit teaches students how to set up this plan with the use of how to set SMART financial goals, and how to create a budget to reach those goals. Included in that students will learn to calculate their net pay, learning about all the paycheck deductions that are taken away from their income, and be able to accurately fill out a form 1040. The PBA lets students, given a random starting salary, calculate their net pay, write goals, and create a budget that helps to reach those goals.
Profile of a Graduate Capacities: Analyzing, Self-Awareness, Decision Making
Smart Choices in Banking
In unit 2, 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.
Profile of a Graduate Capacities: Analyzing, Decision Making
The Costs of Using Credit
In unit 3, 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.
Profile of a Graduate Capacities: Analyzing, Idea Generation, Self-Awareness
Stock Market Analysis
In Unit 4, 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.
Profile of a Graduate Capacities: Analyzing, Decision Making
Marketing
Branding is Everything
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.
Profile of a Graduate Capacities: Design, Product Creation
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.
Profile of a Graduate Capacities: Idea Generation, Design, Product Creation
Social Responsibility
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.
Profile of a Graduate Capacities: Inquiry, Citizenship
The Marketing Plan
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.
Profile of a Graduate Capacities: Analyzing, Idea Generation, Product Creation
Business Law
Torts
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.
Profile of a Graduate Capacities: Analyzing, Alternate Perspectives
Contract Law
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.
Profile of a Graduate Capacities: Analyzing, Decision Making
Business Startup
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.
Profile of a Graduate Capacities: Idea Generation, Product Creation, Decision Making
Investment Analysis
Risk vs. Reward
In this first unit of study students will dive into the various options an investor has to choose from, with focus on mutual funds, ETFs, and Index funds. Students will be able to analyze a potential mutual fund, ETF, or other type of investment in order to assess the risk level of the investment and ultimately make a recommendation of what to invest in. Students will learn about the importance of investing and the time value of money, different statistical measures to assess risk. For the PBA students will ultimately create a portfolio for a client that meets their needs balancing their risk tolerance with their life stage.
Profile of a Graduate Capacities: Analyzing, Design
Stock Analysis
In this unit students will focus on analyzing individual stocks. Students will learn how to conduct a fundamental analysis and a technical analysis of a stock. The unit concludes with the PBA where students will choose a new stock and analyze it in order to project out its future.
Profile of a Graduate Capacities: Analyzing
Hate to Burst Your Bubble
In this third unit of study students will learn about the psychology of investing. They will learn how different cognitive biases may cloud judgement when it comes to investing. This will be applied in studying famous stock market bubbles, common scams and schemes, and how psychology plays a role in these investment decisions.
Profile of a Graduate Capacities: Analyzing, Decision Making
3 – Education and Training Career Pathway
- Overview
- The Whole Child (formerly Child Development)
- 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)
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.
Profile of a Graduate Capacities: Idea Generation, 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.
Profile of a Graduate Capacities: Collective Intelligence, Product Creation
Career Exploration
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.
Profile of a Graduate Capacities: Analyzing, Self-Awareness
Career Experience
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.
Profile of a Graduate Capacities: Product Creation, Self-Awareness
Individual and Family Development
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
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.
Profile of a Graduate Capacities: Analyzing, 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.
Profile of a Graduate 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 as 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.
Profile of a Graduate Capacities: Analyzing, Idea Generation
Computer Aided Drafting & Design
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.
Profile of a Graduate Capacities: Idea Generation, 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.
Profile of a Graduate Capacities: Collective Intelligence, Product Creation
Robotics Engineering
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.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
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.
Profile of a Graduate Capacities: Self-Awareness, Decision Making
Computer Integrated Manufacturing
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.
Profile of a Graduate Capacities: Analyzing, Idea Generation, Product Creation
Unit 2 CNC Mill & 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 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.
Profile of a Graduate Capacities: Design, Product Creation
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 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.
Profile of a Graduate Capacities: Collective Intelligence, Product Creation, Self-Awareness
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.
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.
Profile of a Graduate Capacities: Idea Generation, Collective Intelligence
Materials Processing
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.
Profile of a Graduate Capacities: Product Creation, Self-Awareness
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.
Profile of a Graduate Capacities: Idea Generation, Design, Product Creation
Architectural Design
The Proposal
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.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
Final Design
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 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.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
Automotive Technology (formerly Power and Energy Technology)
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.
Profile of a Graduate Capacities: Inquiry, Analyzing, Decision Making
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. 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.
Profile of a Graduate Capacities: Idea Generation, 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".
Profile of a Graduate Capacities: Idea Generation, 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.
Profile of a Graduate Capacities: Idea Generation, 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.
Profile of a Graduate Capacities: Idea Generation, Product Creation, Citizenship
T.V. Production
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.
Profile of a Graduate Capacities: Idea Generation, 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.
Profile of a Graduate Capacities: Inquiry, Idea Generation, Product Creation
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.
Profile of a Graduate Capacities: Collective Intelligence
Video Journalism
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.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
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.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
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
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.
Profile of a Graduate Capacities: Product Creation, Self-Awareness
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.
Profile of a Graduate Capacities: Idea Generation, Design, Product Creation
Computer Aided Drafting & Design
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.
Profile of a Graduate Capacities: Idea Generation, 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.
Profile of a Graduate Capacities: Collective Intelligence, Product Creation
Computer Integrated Manufacturing
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.
Profile of a Graduate Capacities: Analyzing, Idea Generation, Product Creation
Unit 2 CNC Mill & 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 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.
Profile of a Graduate Capacities: Design, Product Creation
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 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.
Profile of a Graduate Capacities: Collective Intelligence, Product Creation, Self-Awareness
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.
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.
Profile of a Graduate Capacities: Idea Generation, Collective Intelligence
Robotics Engineering
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.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
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.
Profile of a Graduate Capacities: Self-Awareness, Decision Making
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
- Sports & Performance Nutrition
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)
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.
Profile of a Graduate Capacities: Product Creation, Decision Making
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.
Profile of a Graduate Capacities: Idea Generation, 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.
Profile of a Graduate Capacities: Collective Intelligence, Product Creation
International Cuisine (formerly International Foods)
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.
Profile of a Graduate Capacities: Product Creation, Alternate Perspectives
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.
Profile of a Graduate Capacities: Product Creation, Decision Making
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.
Profile of a Graduate Capacities: Collective Intelligence, Self-Awareness
Bake Shop
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.
Profile of a Graduate Capacities: Analyzing, Design
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.
Profile of a Graduate Capacities: Design, Product Creation
Creative Cooking
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.
Profile of a Graduate Capacities: Product Creation, Decision Making
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.
Profile of a Graduate Capacities: Collective Intelligence, Product Creation
Sports & Performance Nutrition
Sports & Performance Nutrition Unit
Proper nutrition is key to optimizing your long-term health and athletic performance. This hands-on class will provide students with the skills and knowledge to prepare, cook, and eat well for life. Students will learn to make proper nutritional choices based on desired outcomes such as: nutrition for endurance and athletic performance, body composition, mental well-being, general health, and how food helps aid in recovery from training.
Profile of a Graduate Capacities: Design, Collective Intelligence, Decision Making