AUTOMATED COMPUTER AIDED DESIGN (AUTOCAD)

Deptford Township Public Schools Curriculum Template Aligned to the 2009 New Jersey Core Curriculum Content Standards

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

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

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AUTOMATED COMPUTER AIDED DESIGN

(AUTOCAD)




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Course Description Automated Computer Aided Design (AutoCAD) This is a year-long course that provides students with a general level of drafting skills, problem solving skills, file management, and technical vocabulary relating to drafting as well as computer literacy. Topics will include drawing single views of an object, isometric drawing and annotating drawings using notes and dimensions. All work will be on computer using AutoCAD and Revit software, so PC use and computer literacy will also be a part of the course as well as mathematics related to the drafting industry. Students will be required to submit a specific number of drawings per quarter. Evaluation will be based upon computer use, drawings incorporating drafting concepts, class participation, homework, quizzes, projects, notebooks and a final exam.

Course Organization Length: Full-Year Credits: 5 Periods per week: 5 Required course: For students enrolled in Academy of Engineering Elective: X Prerequisite: None Course Grading Requirements Grade breakdown Class work (Drawings) 50% Quizzes 20% Tests 10% Homework 20%




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Pacing Schedule – Course Topics

Semester I - AutoCAD

Week One Introduction to the course of study Computer Aided Drafting Hardware and Software

Week Six AutoCAD (Draw Menu) Single Views

Week Two Hardware and Software Starting AutoCAD

Week Seven AutoCAD (Edit Menu) Multiviews

Week Three Starting AutoCAD Drawing setup

Week Eight AutoCAD (Construct Menu) Multiviews

Week Four Drawing setup AutoCAD (Draw Menu) Single Views

Week Nine AutoCAD (Modify Menu) Multiviews Career Connections

Week Five AutoCAD (Modify Menu) Single Views

Semester II – Revit Architecture and Design

Week Ten User Interface File Management

Week Fifteen Stairs and Railings Roofs and Floors

Week Eleven Views Levels

Week Sixteen Roofs and Floors Sketching

Week Twelve Walls Doors

Week Seventeen Annotations Schedules Construction Document Sets

Week Thirteen Windows Components

Week Eighteen Construction Document Sets Career Connections

Week Fourteen Columns and Grids Stairs and Railings




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INTRODUCTION Technology in the 21st Century Technology is uniquely positioned to transform learning, to foster critical thinking, creativity, and innovation, and to prepare students to thrive in the global economy. As engaged digital learners, students are able to acquire and apply content knowledge and skills through active exploration, interaction, and collaboration with others across the globe, challenging them to design the future as envisioned in the statements that follow: Mission: Technology enables students to solve real world problems, enhance life, and extend human capability as they meet the challenges of a dynamic global society. Vision: The systematic integration of technology across the curriculum and in the teaching and learning process fosters a population that leverages 21st century resources to:

• Apply information-literacy skills to access, manage, and communicate information using a range of emerging technological tools.

• Think critically and creatively to solve problems, synthesize and create new knowledge, and make informed decisions that affect individuals, the world community, and the environment.

• Gain enhanced understanding of global interdependencies as well as multiple cultural perspectives, differing points of view, and diverse values.

• Employ a systemic approach to understand the design process, the designed world, and the interrelationship and impact of technologies.

• Model digital citizenship. Intent and Rationale of the Technology Standards All students acquire content area knowledge and skills in: (1) Visual and Performing Arts, (2) Comprehensive Health and Physical Education, (3) Language Arts Literacy, (4) Mathematics, (5) Science, (6) Social Studies, (7) World Languages, (8) Educational Technology, Technology Education, Engineering, and Design, and (9) 21st Century Life and Careers. As they do so, they are supported by the ongoing, transparent, and systematic integration of technology from preschool to grade 12 in preparation for postsecondary education and the workplace. In Preschool, technology offers versatile learning tools that can support children’s development in all domains. For example, electronic storybooks can ―read‖ stories to children in multiple languages; adventure games foster problem-solving skills; story-making programs encourage literacy and creativity; math-related games can help children count and classify; and science activities promote inquiry and an understanding of the world through the eyes of a child. When preschoolers are encouraged to work together with electronic devices and computers, social skills are tapped as children negotiate turn-taking. However, technology should not replace the concrete, real-life experiences that are critical to a young child’s learning; it must always be used in balance with other meaningful activities and routines. Technology should be embedded into children’s learning centers and should enhance their learning and development during choice time as well as in small-group experiences. In grades K-2, students are formally introduced to the basic features and functions of computers and demonstrate understanding that technology enables them to communicate beyond the classroom on a variety of topics. K-2 students are also exposed to elements of the design process, design systems, and a variety of technology resources, and understand the importance of safety when using technological tools.




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In grades 3-4, students understand the purpose of, and are able to use, various computer applications. They continue to develop information-literacy skills and increasingly use technology to communicate with others in support of learning, while also recognizing the need for cyber safety and acceptable use policies. Students in grades 3-4 also investigate the impact of technology systems, understand the design process, and use it for problem solving. In grades 5-8, students expand their capacity to use operations and applications, apply information-literacy skills, and select the appropriate tools and resources to accomplish a variety of tasks, as they develop digital citizenship. As students participate in online learning communities, collaborating in the design of products that address local and global issues across the curriculum, they build understanding of the perspectives of learners from other countries. Students at this level can apply the design process in the development of products; understand impact constraints, trade-offs, and resource selection; and solve a design challenge and/or build a prototype using the design process. Students can explain why human-designed systems, products, and environments need to be monitored, maintained, and improved, and they recognize the interdependence of subsystems as parts of a system. In grades 9-12, students demonstrate advanced computer operation and application skills by publishing products related to real-world situations (e.g., digital portfolios, digital learning games and simulations), and they understand the impact of unethical use of digital tools. They collaborate adeptly in virtual environments and incorporate global perspectives into problem solving at home, at school, and in structured learning experiences, with the growing realization that people in the 21st century are interconnected economically, socially, and environmentally and have a shared future. High School Specialization in technology enables students to design, create, and reverse-engineer technology products or systems, document the application of the design process, and understand its impact—including ethical considerations, costs, trade-offs, risks, benefits, and choice of resources. Students develop products that address local and global issues and challenges, which are disseminated for peer review. Revised Standards The 2009 standards provide the foundation for creating local curricula and authentic performance assessments and emulate the philosophy and goals contained in documents produced by national technology organizations, including the Partnership for the 21st Century Skills and the New Jersey Educational Technology Plan. The organization of the strands in standards 8.1 and 8.2, as well as the content and skills within each strand, has been reconceptualized to address emerging technologies and technological applications that are needed for life and work in the global age. Standard 8.1, Educational Technology, is aligned to the International Society for Technology in Education (ISTE) standards and the Partnership for the 21st Century Skills framework. Standard 8.2, formerly Technology Education, is renamed Technology Education, Engineering, and Design and is aligned with the goals of the International Technology Education Association (ITEA) and the Partnership for 21st Century Skills framework. Online Resources Link to 2009 NJCCC Standards: http://www.state.nj.us/education/cccs/2009/final.htm Link to 2010 Common Core Content Standards: http://www.corestandards.org/the-standards




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Auto CAD

Content Area: Basic Drafting Unit Title: Introduction to Computer Aided Drafting Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• Become familiar with the course content, class requirements, and grading policy. • Understand classroom rules and organization. • Become familiar with workstation assignments and the care and storage of equipment.

Primary Interdisciplinary Connections: • Math • Technology • English Language Arts

21st century themes: • Design, construction, Engineering, and Mathematical literacy

Unit Rationale • The students will understand the course content, its requirements, proficiencies, class

rules, and how their progress will be evaluated.

Learning Targets

Standards • NJCCCS

Technology 8.1, 8.2 21st Century Life and Careers 9.1.12.A.1-4, 9.1.4.B.1-3, 9.1.12.C.1-5, 9.1.12.D.1-3, 9.1.12.F.1-6 Language Arts Literacy 9-12KID1-3,9-12CS4-6,9-12IKI7-9,9-12RRLTC-10,9-10VAU4-6 Mathematics G-GMD 1-4, G-MG 1-3 Content Statements

• All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

• All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.




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• All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

CPI # Cumulative Progress Indicator (CPI) 9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics

to solve science, technology, engineering, and mathematics problems. 8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in

collaboration with peers and experts, and present ideas for feedback in an online community.

8.2.12.C.2 Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, and maintenance of a chosen product.

8.2.12.C.3 Evaluate the positive and negative impacts in a design by providing a digital overview of a chosen product and suggest potential modifications to address the negative impacts.

9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest.

9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on those skills.

9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education.

9.3.12.C.9 Investigate career opportunities in the United States or abroad that involve working with people from diverse cultures and that require knowledge of other languages or cultures.

9.3.12.C.20 Analyze employment trends by industry sector to determine how employment and training requirements change over time.

9.3.12.C.23 Determine job entrance criteria (e.g., education credentials, math/writing/reading comprehension tests, and drug tests) used by employers in various industry sectors.

9.4.12.O.(2).1 Develop an understanding of how science and mathematics function to provide results, answers, and algorithms for engineering activities to solve problems and issues in the real world.

9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes, and projects to find solutions to real world problems.

9.4.12.O.(2).3 Assess the impact that science and mathematics have on society when used to develop projects or products.

Unit Essential Questions • What is the purpose of computer drafting? • Why Drafting is called a universal language? • Why drawings are often the best way to describe

or show our ideas.

Unit Enduring Understandings • Drafting is a form of graphic communication. • Drawing can be done using drawing tools as well

as computer systems.

Unit Learning Targets o Students will demonstrate knowledge of drafting, drafting tools, and drafting procedures.




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Evidence of Learning

Formative Assessments: • Observation of students • Questioning strategies • Class work • Drawings • Homework

Summative Assessment • Quiz • End of chapter/unit test

Equipment needed: • Textbook • AutoCAD software • Computer • Projector

Teacher Resources: • Teacher manual • Internet

Differentiated Instruction

Basic Skills/ Special Education Accommodations • Acknowledgement and adherence to I.E.P • Additional time • Modified assignments • Alternate assessments • One-on-one instruction • Preferential seating • Peer coaching as needed

Challenge Activities • Student driven research and application of drafting as a universal language

ELL Adaptations: • Develop supplemental material as necessary • Adjust method of presentation as necessary • Modify assignments as necessary • Provide a copy of notes

Extended time as needed

Technology Integration

• Calculator • Power point presentations




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• Computer • Internet resources • Video clips

Interdisciplinary Connections

• ELA- reading and analyzing technical drawings and preparing a written response

Unit Overview Template

Content Area: Basic Computer Drafting Unit Title: Computer Aided Drafting Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• Define Computer Aided Drafting • Compare and contrast Computer Aided Drafting and traditional drafting. • Identify and describe several applications for Computer Aided Drafting.

Primary Interdisciplinary Connections:

• Math • Technology • English Language Arts


Unit Rationale • Students will become familiar with drafting software that is available in the market for

commercial and educational purposes, their relationship to the drafting industry, and how they are used as a graphical communication tool.

Learning Targets


Technology 8.1, 8.2 21st Century Life and Careers 9.1.12.A.1-4, 9.1.4.B.1-3, 9.1.12.C.1-5, 9.1.12.D.1-3, 9.1.12.F.1-6 Language Arts Literacy 9-12KID1-3, 9-12CS4-6, 9-12IKI7-9, 9-12RRLTC-10, 9-10VAU4-6 Mathematics G-GMD 1-4, G-MG 1-3




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Content Statements • All students will use digital tools to access, manage, evaluate, and synthesize information

in order to solve problems individually and collaboratively and to create and communicate knowledge.



CPI # Cumulative Progress Indicator (CPI) 9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics

to solve science, technology, engineering, and mathematics problems. 8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in
















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Unit Essential Questions • What is the purpose of computer drafting? • Explain the advantages of computer drafting over

hand drafting. • Identify applications where Computer Drafting

will serve as an indispensible tool.

Unit Enduring Understandings • Computer Technology is revolutionizing drafting,

design, and engineering. • CAD plays a vital role in a wide variety of

industries. • CAD has brought about significant changes and

benefits in the drafting industry. Unit Learning Targets

• Students will demonstrate knowledge of the drafting, computer drafting, and drafting procedures. Evidence of Learning



Equipment needed: • Textbook • Drafting tools • Computer • Projector





ELL Adaptations: • Develop supplemental material as necessary




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• Adjust method of presentation as necessary • Modify assignments as necessary • Provide a copy of notes • Extended time as needed


• Calculator • Power point presentations • Computer • Internet resources • Video clips


• ELA- reading and analyzing technical drawings and preparing a written response • Mathematics – analyzing drawings and interpreting angles, lengths and geometric patterns.


Content Area: Basic Drafting Unit Title: Hardware and software Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• Recognize the computer workstation components. • Become familiar with computer network system and software. • Explain the function of computer components. • Use computer hardware and software to interact with AutoCAD software. • Launch and exit AutoCAD. • Be able to open a drawing and save a drawing. • Read and interpret requirements for a new computer (hardware and software) for their work

environment and prepare a report utilizing a LDC template task. Primary Interdisciplinary Connections:



Unit Rationale • The students will demonstrate knowledge of the computer workstation hardware and

software to be used in the course of study. Learning Targets




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Technology 8.1, 8.2 21st Century Life and Careers 9.1.12.A.1-4, 9.1.4.B.1-3, 9.1.12.C.1-5, 9.1.12.D.1-3, 9.1.12.F.1-6 Language Arts Literacy 9-12KID1-3,9-12CS4-6,9-12IKI7-9,9-12RRLTC-10,9-10VAU4-6 Mathematics G-GMD 1-4, G-MG 1-3

• CCSS o Reading standards for Literacy in Technical subjects, grades 11-12, Standards

1,2,7,9,10 o Writing standards for Literacy in Technical subjects, grades 11-12, Standards 2,4,8





CPI # Cumulative Progress Indicator (CPI) 8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in







9.3.12.C.9 Investigate career opportunities in the United States or abroad that involve working with




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people from diverse cultures and that require knowledge of other languages or cultures.



9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems.




Unit Essential Questions • Explain the difference between hardware and

software. • Identify the components that make up a CAD

workstation. • What is a computer network? • What steps are followed to open, save and exit a

CAD drawing?

Unit Enduring Understandings • Software is a collection of programs and related

data that provides the instructions for telling a computer what to do and how to do it.

• Hardware is the physical interconnections and devices required to store and execute (or run) the software.

• Many components make up a CAD workstation and every component has a function.

• A network is a collection of computers and other hardware components interconnected by communication channels that allow sharing of resources and information.

• GUI or CLI can be used to open, save, and exit a CAD drawing.

Unit Learning Targets o Students will demonstrate knowledge of the hardware, software, computer networks, and

drafting software. o Students will prepare a report utilizing a LDC template task.



Summative Assessment




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• Quiz • End of chapter/unit test

Equipment needed: • Textbook • Computer • Projector





ELL Adaptations: • Develop supplemental material as necessary • Adjust method of presentation as necessary • Modify assignments as necessary • Provide a copy of notes • Extended time as needed




• ELA- reading and analyzing technical drawings and preparing a written response • Technology – Identify software and hardware appropriate for the type of graphical communication

and identify the types of networks.




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Content Area: Basic Computer Drafting Unit Title: Starting AutoCAD Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• Locate the command prompt and use it to enter values and / or text. • Use the cursor to point to objects or locations within a drawing. • Locate and explain the coordinate system and icon display. • Locate and manipulate the screen and pulldown menus to access commands. • Locate and use toolbars and icons to activate commands. • Use dialog boxes as a graphical interface with the software. • Locate, identify, and use function keys and buttons. • Define, understand, and use terminology correctly.




Unit Rationale • The students will be able to use the AutoCAD graphics window to access commands and

drawing aids.

Learning Targets Standards

• NJCCCS Technology 8.1, 8.2 21st Century Life and Careers 9.1.12.A.1-4, 9.1.4.B.1-3, 9.1.12.C.1-5, 9.1.12.D.1-3, 9.1.12.F.1-6 Language Arts Literacy 9-12KID1-3, 9-12CS4-6, 9-12IKI7-9, 9-12RRLTC-10, 9-10VAU4-6 Mathematics G-GMD 1-4, G-MG 1-3 Content Statements

• All students will use digital tools to access, manage, evaluate, and synthesize information




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Unit Essential Questions • Explain the difference between Graphical User

Interface (GUI) and Command Line Interface

Unit Enduring Understandings • A graphical user interface is a type of user

interface that allows users to interact with




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(CLI). • Identify the components that make up the CAD

GUI. • Identify the components that make up the CAD

CLI. • What is a coordinate system?

electronic devices using images rather than text commands.

• CLI requires commands to be typed on the keyboard.

• Menus and icons exist on the user interface that can be used to activate a variety of commands.

• Coordinates are a series of points of measurement located along x, y, and z axes from a fixed point of origin.

Unit Learning Targets • Students will demonstrate knowledge of the Graphical User Interface and Command Line Interface

components of AutoCAD.

Evidence of Learning Formative Assessments:

• Observation of students • Questioning strategies • Class work • Drawings • Homework









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ELL Adaptations:

• Develop supplemental material as necessary • Adjust method of presentation as necessary • Modify assignments as necessary • Provide a copy of notes • Extended time as needed




• ELA- reading and analyzing technical drawings and preparing a written response • Technology – Use GUI and CLI to activate commands.

Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Drawing setup Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• Setup drawing aids – limits and units. • Setup drawing aids – snap and grid. • Create prototype drawing. • Add text to prototype drawing.




Unit Rationale




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The students will be able to setup drawing parameters and aids. Learning Targets


Technology 8.1, 8.2 21st Century Life and Careers 9.1.12.A.1-4, 9.1.4.B.1-3, 9.1.12.C.1-5, 9.1.12.D.1-3, 9.1.12.F.1-6 Language Arts Literacy 9-12KID1-3, 9-12CS4-6, 9-12IKI7-9, 9-12RRLTC-10, 9-10VAU4-6 Mathematics G-GMD 1-4, G-MG 1-3 Content Statements















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9.3.12.C.20 Analyze employment trends by industry sector to determine how employment and

training requirements change over time. 9.3.12.C.23 Determine job entrance criteria (e.g., education credentials, math/writing/reading

comprehension tests, and drug tests) used by employers in various industry sectors. 9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics

to solve science, technology, engineering, and mathematics problems. 9.4.12.O.(2).1 Develop an understanding of how science and mathematics function to provide results,

answers, and algorithms for engineering activities to solve problems and issues in the real world.



Unit Essential Questions • Why do you have to set up limits and units? • What is the purpose of snap and grid? • What is a prototype drawing?

Unit Enduring Understandings • Limits make it easy to call up in your viewing

window only that area defined by the stated limits.

• Units allow you to choose the measuring system, the precision, and the way the angles will be measured.

• The grid provides a visual representation of the limits and snap

• With the grid turned on, you can force the system to choose only points on the grid by using snap.

• A Prototype drawing allows companies to standardize the settings for various types of drawings used by the company.

Unit Learning Targets o Students will demonstrate knowledge of setting drawing parameters and aids such as

limits, units, snap, grid and prototype drawings.



Summative Assessment • Quiz




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• End of chapter/unit test Equipment needed:

• Textbook • Computer • Projector





ELL Adaptations:

• Develop supplemental material as necessary • Adjust method of presentation as necessary • Modify assignments as necessary • Provide a copy of notes • Extended time as needed




• ELA- reading and analyzing technical drawings and preparing a written response • Technology – Use GUI and CLI to set up drawing aids and parameters.





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Content Area: Basic Computer Drafting Unit Title: Draw menu Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• Locate the draw commands- menu and/or icons. • Draw using the line command. • Use construction lines and rays. • Draw using plotlines. • Draw using circle and arc commands. • Draw using the ellipse command. • Draw various polygons using the polygon command.




Unit Rationale The students will be able to use the draw menu commands.








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Unit Essential Questions • Where is the draw menu located? • What are different ways in which you can draw

circles, lines, polygons and polylines?

Unit Enduring Understandings • The draw menu is located on the home ribbon and

contains icons for creating basic geometric shapes used in CAD drawings.

• The geometric shapes can be created either from the draw menu by pointing and clicking or by using the CLI.

Unit Learning Targets




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o Students will demonstrate knowledge of drawing basic geometric shapes by using the draw menu or the CLI.











• Calculator




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• Power point presentations • Computer • Internet resources • Video clips


• ELA- reading and analyzing technical drawings and preparing a written response • Technology – Use GUI and CLI to create basic geometric shapes. • Math- Determine lengths, width, calculate area and other parameters of basic geometric shapes.

Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Single view Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• Read and understand a single view technical drawing. • Create a plate drawing. • Print / plot drawings.




Unit Rationale The students will be able to read and draw single view drawings.


• NJCCCS Technology 8.1, 8.2 21st Century Life and Careers 9.1.12.A.1-4, 9.1.4.B.1-3, 9.1.12.C.1-5, 9.1.12.D.1-3, 9.1.12.F.1-6 Language Arts Literacy 9-12KID1-3, 9-12CS4-6, 9-12IKI7-9, 9-12RRLTC-10, 9-10VAU4-6 Mathematics




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G-GMD 1-4, G-MG 1-3 Content Statements

















9.4.12.O.(2).3 Assess the impact that science and mathematics have on society when used to




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develop projects or products. Unit Essential Questions • What is a single view drawing? • How do you create a plate drawing? • What is a plotter?

Unit Enduring Understandings • Drawing that show a single face of an object is

called a single view. • Use multiple construction techniques (including

lines, conics, circles, splinters, arcs, and polygons) given size, orientation, and location specifications to create a single view drawing.

• A plotter is a computer printer for printing vector graphics.

Unit Learning Targets • Students will investigate properties of geometric figures in the coordinate plane. • Demonstrate multiple construction techniques.












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• ELA- reading and analyzing technical drawings and preparing a written response • Technology – Use GUI and CLI to create basic geometric shapes. • Math-

o Students will investigate properties of geometric figures in the coordinate plane. o Students will discover, prove, and apply properties of triangles, quadrilaterals, and other

polygons. o Students will understand the properties of circles. o Students will make connections among mathematical ideas and to other disciplines. o Students will represent mathematics in multiple ways.

Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Modify menu Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• Locate and use the modify commands – Menus and / or icons. • Edit a drawing using the erase command. • Use trim and extend to edit a drawing entity. • Explain and use the oops command. • Use the move command to change location of an entity. • Use the break command to remove part of an entity.


• Math




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• Technology • English Language Arts


Unit Rationale The students will be able to use the modify menu commands.











9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on




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those skills. 9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and

future education. 9.3.12.C.9 Investigate career opportunities in the United States or abroad that involve working with








Unit Essential Questions • Where is the modify menu located? • What are different ways in which you can

edit/modify drawings?

Unit Enduring Understandings • The modify menu is located on the home ribbon

and contains icons for editing CAD drawings. • The geometric shapes can be modified either from

the modify menu by pointing and clicking or by using the CLI.

Unit Learning Targets o Students will demonstrate knowledge of editing basic geometric shapes by using the

modify menu or the CLI.




Equipment needed: • Textbook • Computer




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• Projector Teacher Resources:

• Teacher manual • Internet









Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Edit menu Target Course/Grade Level: 9-12 Unit Summary




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Students will be able to: • Locate and use the Edit commands – Menus and / or icons. • Compare, contrast, and use the Undo and Redo commands. • Locate and use object snaps. • Set and use running osnaps. • Turn ortho on and off to draw orthographic and non orthographic lines




Unit Rationale The students will be able to use the edit menu commands.


• NJCCCS o 8.1, 8.2, 9.3, 9.4













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Unit Essential Questions • Where is the edit menu located? • Why is the Osnap feature an indispensible tool in

the editing drawings?

Unit Enduring Understandings • The edit menu is located on the home ribbon and

contains icons for editing CAD drawings. • The Object Snap allows the user to track along

alignment paths that are based on object snap points without having to draw multiple construction lines.

Unit Learning Targets o Students will demonstrate knowledge of editing basic geometric shapes by using the edit

menu or the CLI. Evidence of Learning



Equipment needed: • Textbook




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• Computer • Projector











Content Area: Basic Computer Drafting Unit Title: Construct menu Target Course/Grade Level: 9-12 Unit Summary




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Students will be able to: • Locate and use the construct menu commands – Menus and / or icons. • Use the copy command to duplicate an entity. • Use the mirror command to reverse an image. • Compare, contrast, and use the chamfer and fillet commands. • Use the offset command to create parallel lines. • Use the array command to create circular or rectangular patterns of an object.



Unit Rationale The students will be able to use the construct menu commands.


• NJCCCS o 8.1, 8.2, 9.3, 9.4













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Unit Essential Questions • Where is the construct menu located? • How can the construct menu be used to duplicate

objects in a drawing?

Unit Enduring Understandings • The construct menu is located on the home ribbon

and contains icons for editing CAD drawings. • The construct menu offers features such as mirror,

copy and array which allow objects to be duplicated in different ways.

Unit Learning Targets • Students will demonstrate knowledge of duplicating geometric shapes by using the construct menu or

the CLI. Evidence of Learning



Equipment needed: • Textbook • Computer




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• Projector Teacher Resources:

• Teacher manual • Internet









Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Coordinate systems Target Course/Grade Level: 9-12 Unit Summary




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Students will be able to: • Define User Coordinate System (UCS) and World Coordinate System (WCS). • Explain world coordinate systems. • Understand the different coordinate entry methods. • Draw using absolute, relative, and polar coordinates. • Move the UCS by defining a new origin point. • Use dynamic input, direct distance, and shortcut menus to enter coordinates. Primary Interdisciplinary Connections:



Unit Rationale The students will be able to manipulate the coordinate systems to create technical drawings.











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Unit Essential Questions • What is a coordinate system? • How can different coordinate entry methods be

used in creating drawings?

Unit Enduring Understandings • The coordinate system uses one or more numbers

to uniquely determine the position of a point on a manifold.

• The UCS can be moved and reoriented anywhere in 3D space to simplify work. The UCS is useful for entering coordinates, creating 3D objects on 2D work planes, and rotating objects in 3D.

Unit Learning Targets • Students will demonstrate knowledge of coordinate systems and use the right coordinate system to create

geometric shapes. Evidence of Learning

Formative Assessments: • Observation of students • Questioning strategies • Class work




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• Drawings • Homework











• ELA- reading and analyzing technical drawings and preparing a written response • Technology – Use GUI and CLI to create basic geometric shapes.




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• Math- Determine lengths, width, calculate area and other parameters of basic geometric shapes.

Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Multiviews Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Define multiview drawings and explain orthographic projection. • Draw two and three views of an object. • Project views to create an orthographic drawing in the correct relationship to one another

and identify the views. Primary Interdisciplinary Connections:



Unit Rationale The students will be able to create multiple views of 3D objects.


• NJCCCS o 8.1, 8.2, 9.3, 9.4







8.2.12.C.2 Evaluate ethical considerations regarding the sustainability of resources that are used for




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the design, creation, and maintenance of a chosen product. 8.2.12.C.3 Evaluate the positive and negative impacts in a design by providing a digital overview of

a chosen product and suggest potential modifications to address the negative impacts. 9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements

at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest.










Unit Essential Questions • What is a multiview drawing? • How does the third angle projection differ from

the first angle projection?

Unit Enduring Understandings • Multiview drawing also called orthographic

projection is a way of drawing a 3D object from different directions, usually the top, front and right.

• The first angle differs from the third angle in the way the front, top and right side views are positioned.

Unit Learning Targets • Students will demonstrate knowledge of creating multiple views of a 3D object and placing the views in

the right position as per ANSI standards. Evidence of Learning

Formative Assessments: • Observation of students • Questioning strategies • Class work • Drawings




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• Homework Summative Assessment















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Content Area: Basic Computer Drafting Unit Title: Layers Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Explain layers function in a technical drawing. • Locate the layers dialog box and identify and explain its features. • Create new layers and set colors and line types. • Freeze, thaw, lock, unlock, and turn on and off layers. Primary Interdisciplinary Connections:



Unit Rationale The students will be able to use layers to control the visual layout of a drawing.





• All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in




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diverse ethnic and organizational cultures. CPI # Cumulative Progress Indicator (CPI) 8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in














Unit Essential Questions • What is a layer? • How can to layers control the visual

layout of a drawing?

Unit Enduring Understandings • A layer can be thought of as a large piece of clear

plastic, as infinitely large as the drawing area in AutoCAD.

• Layers can be turned on/off, locked, unlocked, frozen, or thawed.

Unit Learning Targets • Students will demonstrate knowledge of controlling the visual layout of drawings by using layers.


• Observation of students




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• Questioning strategies • Class work • Drawings • Homework














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Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Dimensions Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Identify and label basic dimension parts. • Locate the dimension style dialog box and identify, explain, and edit dimension variables. • Dimension a technical drawing. Primary Interdisciplinary Connections:



Unit Rationale The students will demonstrate a working knowledge of dimensioning a drawing.


• NJCCCS o 8.1, 8.2, 9.3, 9.4










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Unit Essential Questions • What are the basic dimension parts? • Where is the dimension style manager

located on the GUI?

Unit Enduring Understandings • Dimensions include extension lines, text, arrow

heads and other attributes depending on the type of annotation.

• Several types of dimensions can be created and their appearance can be controlled by setting up dimension styles.

Unit Learning Targets o Students will demonstrate knowledge of dimensioning a technical drawing.






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Content Area: Basic Computer Drafting Unit Title: Isometric Drawing Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• Explain the function of an isometric drawing. • Objective 15.2: Set up isometric drawing aids. • Objective 15.3: Create an isometric drawing of an object.



Unit Rationale The students will be able to create an isometric drawing.









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Unit Essential Questions • What is an isometric drawing? • Where are isometric drawings helpful?

Unit Enduring Understandings • Isometric drawings are 3D drawing that show

three sides all in dimensional proportion. • Isometric drawings are pictorial drawings created

easily for 3D modeling. Unit Learning Targets

o Students will demonstrate knowledge of pictorial drawings and create isometric pictorial drawings.


• Observation of students • Questioning strategies




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• Class work • Drawings • Homework











• ELA- reading and analyzing technical drawings and preparing a written response




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• Technology – Use GUI and CLI to create basic geometric shapes. • Math- Determine lengths, width, calculate area and other parameters of basic geometric shapes.


Content Area: Basic Computer Drafting Unit Title: Blocks Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Define and name a block within a drawing. • Create drawing files for use as blocks. • Specify the name and position of a block or drawing to insert in a drawing. Primary Interdisciplinary Connections:



Unit Rationale The students will have knowledge of creating and inserting blocks in a drawing.








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Unit Essential Questions • What is the purpose of using blocks? • How can a block be inserted into a

drawing? • Can a block reference be used multiple

times?

Unit Enduring Understandings • Blocks are created by associating objects and

giving them a name. • Blocks can be created within drawings and block

libraries with block definitions can be stored in drawing files.

• Block can be referenced, modified, and deleted. Unit Learning Targets • Students will demonstrate knowledge of creating and inserting blocks within a drawing.




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• Calculator • Power point presentations • Computer • Internet resources




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• Video clips



Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Hatching objects Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Defines the boundaries, pattern, or fill properties, and other parameters for hatches and fills. • Add a fill pattern or gradient to a defined boundary. • Use Hatch edit to modify an existing hatch or fill. Primary Interdisciplinary Connections:



Unit Rationale The students will be able to add a hatch pattern, solid fill, or gradient fill.






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Unit Essential Questions • What is the purpose of hatching? • Can the hatch pattern be changed?

Unit Enduring Understandings • Sectioned objects need to be filled with some

pattern.




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• What are the different types of fill that can be used to fill an enclosed area?

• Hatch patterns are separate objects. • Solid fills or gradient fills are possible.

Unit Learning Targets o Students will demonstrate knowledge of creating and inserting hatch patterns with solid

and gradient fills within a drawing. Evidence of Learning












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Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Introduction to 3-D Drawing Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Compare and contrast 2-D and 3-D drawings. • Create simple 3-D drawings using solid primitives. Primary Interdisciplinary Connections:



Unit Rationale The students will be able to draw basic 3-D Drawing.


• NJCCCS Technology 8.1, 8.2 21st Century Life and Careers 9.1.12.A.1-4, 9.1.4.B.1-3, 9.1.12.C.1-5, 9.1.12.D.1-3, 9.1.12.F.1-6 Language Arts Literacy 9-12KID1-3, 9-12CS4-6, 9-12IKI7-9, 9-12RRLTC-10, 9-10VAU4-6




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Mathematics G-GMD 1-4, G-MG 1-3 Content Statements





















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Unit Essential Questions • Name the different types of 3D models. • What are the uses of 3D drawings? • What are the conventions in AutoCAD for

3D? • What are viewpoints for 3D models?

Unit Enduring Understandings • Wireframe, surface and solid models are the three

categories of 3D models. • 3D drawings provide realistic effects; can be used

to create views, assemblies, animations, etc. • The right hand thumb rule is used in AutoCAD to

determine the direction of rotation. Unit Learning Targets

o Create various types of 3D models in 3D workspace Evidence of Learning








ELL Adaptations: • Develop supplemental material as necessary • Adjust method of presentation as necessary




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• Modify assignments as necessary • Provide a copy of notes • Extended time as needed






Content Area: Basic Computer Drafting Unit Title: Architectural drawing Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Read and interpret an architectural drawing. • Draw a simple floor plan and evaluation. • Add symbols to an architectural drawing. • Dimension and annotate an architectural drawing. • Scale and plot an architectural drawing. Primary Interdisciplinary Connections:



Unit Rationale The students will have a basic knowledge of architectural drawing.


• NJCCCS Technology 8.1, 8.2




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21st Century Life and Careers 9.1.12.A.1-4, 9.1.4.B.1-3, 9.1.12.C.1-5, 9.1.12.D.1-3, 9.1.12.F.1-6 Language Arts Literacy 9-12KID1-3, 9-12CS4-6, 9-12IKI7-9, 9-12RRLTC-10, 9-10VAU4-6 Mathematics G-GMD 1-4, G-MG 1-3 Content Statements















9.4.12.O.(2).1 Develop an understanding of how science and mathematics function to provide results,




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answers, and algorithms for engineering activities to solve problems and issues in the real world.



Unit Essential Questions • What are the different elevations used in

architectural drawings? • Can symbols be created? • Create a floor plan using symbols

Unit Enduring Understandings • A floor plan is the top view of the house. • Symbol libraries are available in AutoCAD or one

can be created.

Unit Learning Targets o Create a floor plan with symbols, annotations and dimensions using architectural

units. Evidence of Learning










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Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Revit/Architectural Drawing – User interface Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Define key terms and features of Revit software • Navigate and interact with Revit platform/interface • Utilize the drawing window • Learn the components and commands involved with navigation control • Use the zoom feature.




Unit Rationale




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The students will have a basic knowledge of architectural drawing using Revit Software. Learning Targets

















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Unit Essential Questions • What is the difference between AutoCAD

and Revit software? • Why aren’t commands being used

anymore? • Can commands still be utilized like they

were in AutoCAD?

Unit Enduring Understandings • Understand the interface and windows of Revit

software. • Symbol libraries are available in Revit or one can

be created.











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Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Revit/Architectural Drawing – File Management Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Define key terms and features of Revit software for file management purposes • Understand the project files, types and families for saving their projects • Learn how to open existing Revit files • Create a new Revit project • Save a Revit project




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Unit Rationale The students will have a basic knowledge of architectural drawing using Revit Software.










9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements




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in areas of career interest. 9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on

those skills. 9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and

future education. 9.3.12.C.9 Investigate career opportunities in the United States or abroad that involve working with








Unit Essential Questions • What are the essential elements of the

project browser? • What are file types and families? • What are system and hosted families? • What are Revit template files and how are

they used?

Unit Enduring Understandings • Understand and navigate the interface and

windows of Revit software. • Find commands on the design bar and understand

how this controls the user’s options. • Navigate through the Project Browser • Understand how the Revit interface is broken

down into views. • Tell the difference between the different types of

families, and understand how to build a model using them.








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Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Revit/Architectural Drawing – Views Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • View controls and properties • View types

o Sections o Elevations o 3D views o Callouts and detail views o Drafting views o Section box

• Cameras



Unit Rationale The students will have a grasp and skillset with different views in architectural drawing using

Revit Software. Learning Targets







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Unit Essential Questions • How do you adjust levels and constrains

through stretching or shrinking if the level’s information changes?

• How do you create detail views to plan sections through a building?

Unit Enduring Understandings • Create levels and constrain walls to stretch or

shrink if the level’s elevation information changes in any way.

• Create detail views, allowing you to add plan sections through a wall or building section.




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• How do you create and work with a callout view?

• How do you add and work with a camera in a view?

• Create a callout view, and control the crop region. • Add a camera to the model, giving the user a

different perspective of a certain area.










ELL Adaptations: • Develop supplemental material as necessary • Adjust method of presentation as necessary • Modify assignments as necessary • Provide a copy of notes




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• Extended time as needed





Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Revit/Architectural Drawing – Levels Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Adding levels to models • Understanding the different level properties






• NJCCCS Technology 8.1, 8.2 21st Century Life and Careers 9.1.12.A.1-4, 9.1.4.B.1-3, 9.1.12.C.1-5, 9.1.12.D.1-3, 9.1.12.F.1-6




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Language Arts Literacy 9-12KID1-3, 9-12CS4-6, 9-12IKI7-9, 9-12RRLTC-10, 9-10VAU4-6 Mathematics G-GMD 1-4, G-MG 1-3 Content Statements
















9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes, and projects to find




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solutions to real world problems. 9.4.12.O.(2).3 Assess the impact that science and mathematics have on society when used to

develop projects or products. Unit Essential Questions

• How do you add levels to exiting models?

• What are the different properties of elevations?

Unit Enduring Understandings • Creating interior and exterior elevations with the

model. • Understand the different aspects and commands

of interior and exterior elevations. • Find commands on the design bar and understand

how this controls the user’s options. • Navigate through the Project Browser


o Create a floor plan with symbols, annotations and dimensions using architectural units.











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Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Revit/Architectural Drawing – Walls Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Placement of walls within model • Opening walls • Joining walls • Materials involved with creating walls for model.








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Unit Essential Questions • How do you use an assembly dialog to

create custom compound walls? • How do you create stacked walls by joining

compound walls together? • How do you create sweeps in a wall’s

profile? • How do you develop curtain walls from a

blank panel? • How do you develop curtain walls from a

predefined wall system?

Unit Enduring Understandings • Create custom compound walls by using the edit

assembly dialog • Create stacked walls by joining compound walls

together • Create sweeps in a wall’s profile and freeform

sweeps. • Create curtain walls by using a predefined wall

system and from a blank panel.










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Content Area: Basic Computer Drafting Unit Title: Revit/Architectural Drawing – Doors and Windows Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Placement of doors within model • Understanding and using door tags. • Adding doors to models already in place. • Placement of windows within model




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• Understanding and using window tags. • Adding windows to models already in place.

















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Unit Essential Questions • How do you doors to new and existing

models. • How do you edit door tags to label doors

within a model? • How do you windows to new and existing

models? • How do you edit window tags to label

doors within a model?

Unit Enduring Understandings • Add doors to new and existing models. • Understand and edit door tags. • Add windows to new and existing models. • Understand and edit window tags.








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Content Area: Basic Computer Drafting Unit Title: Revit/Architectural Drawing – Doors, Windows and Components (Detailing) Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Placement of doors within model • Understanding and using door tags. • Adding doors to models already in place. • Placement of windows within model • Understanding and using window tags. • Adding windows to models already in place. • Placement of components • Understanding what component hosts and families are.







• All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual,




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global society, and the environment. • All students will demonstrate the creative, critical thinking, collaboration, and problem-

solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.















Unit Essential Questions • How do you doors to new and existing

models. • How do you edit door tags to label doors

within a model? • How do you windows to new and existing

models? • How do you edit window tags to label

Unit Enduring Understandings • Add doors to new and existing models. • Understand and edit door tags. • Add windows to new and existing models. • Understand and edit window tags. • Placement and detail of components.




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doors within a model? • How do you add detailed components to

your model?














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Content Area: Basic Computer Drafting Unit Title: Revit/Architectural Drawing – Columns and Grids Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Add grids to their models • Understand and apply different grid properties • Add columns to their models • Understand and apply different column properties • Modify existing columns in a model. Primary Interdisciplinary Connections:









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9.4.12.O.(2).3 Assess the impact that science and mathematics have on society when used to




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develop projects or products. Unit Essential Questions

• How do you place structural grid in a model?

• How do you add additional grid lines to a sketch when needed?

• How do you add columns to grid lines? • How do you add columns without

jeopardizing the integrity of the sketch/model?

Unit Enduring Understandings • Place a structural grid in a model by using the

architectural walls as a reference. • Add additional grids at a radius or a sketch where

needed. • Add columns to grid lines. • Add columns at an offset, keeping the relationship

to the grid intersection intact.


o Create a floor plan with symbols, annotations and dimensions using architectural units.











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Unit Overview Template Content Area: Basic Computer Drafting Unit Title: Revit/Architectural Drawing – Stairs and Railings Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Understand the different stair types and geometric properties. • Differentiate between the different stair placement options. • Understand the different railing types and geometric properties. • Differentiate between the different railing placement options.








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Unit Essential Questions • How do you create stairs by laying out the

geometry using line placement? • What is the difference between the

boundary and the riser and when are they used?

• How do you load the load necessary components used to customize stairs?

• How do you Configure railings based on the baluster placement and the railing placement as used in the Element Properties.

Unit Enduring Understandings • Create stairs by laying out the geometry by

placing line work in the model, then tracing over the lines with the stair components.

• Determine the difference between the boundary and the riser.

• Load necessary components used to customize stairs.

• Configure railings based on the baluster placement and the railing placement as used in the Element Properties.






Teacher Resources: • Teacher manual




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• Internet









Unit Overview Template Content Area: Basic Computer Drafting

1. Unit Title: Revit/Architectural Drawing – Roofs and Floors Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Placing roofs with a footprint • Understand different roof types and properties




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• Using different roof elements and how to apply them to a model • Understand and apply different floor types and properties Primary Interdisciplinary Connections:
















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Unit Essential Questions • How do you place different types of roofs

using the footprint of the model or building?

• How do you edit wall joins to allow walls to attach roofs after they are created?

• How do you design different roof systems based on functionality?

• How do you create a roof by extrusion by setting work planes and using them to lay out a custom roof?

Unit Enduring Understandings • Place different types of roofs, including roof flats,

pitched roofs, and unconventional sloping roofs, using the footprint in your building.

• Edit wall joins to allow walls to attach to roofs after they are created.

• Design different roof systems based on their functionality.

• Create a roof by extrusion by setting work planes and using them to lay out a custom roof.



Formative Assessments: • Observation of students • Questioning strategies • Class work




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• Drawings • Homework











• ELA- reading and analyzing technical drawings and preparing a written response • Technology – Use GUI and CLI to create basic geometric shapes.




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• Math- Determine lengths, width, calculate area and other parameters of basic geometric shapes.


Content Area: Basic Computer Drafting 1. Unit Title: Revit/Architectural Drawing – Sketching and Annotations

Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Understand the geometry of sketching • Applying trimmed floor and roof sketches • Using snaps for sketching • Modify properties of annotations • Use tags for notes and text • Understand different dimensions Primary Interdisciplinary Connections:







• All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual,




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global society, and the environment. • All students will demonstrate the creative, critical thinking, collaboration, and problem-

solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.















Unit Essential Questions • How do you sketch using geometric

principles? • How do you apply trim to floors and roofs? • How do you use snaps for sketches? • How do you move annotated items, tags,

etc.?

Unit Enduring Understandings • Understand the geometry of sketching. • Apply trim to floors and roofs • Understand snaps for sketches. • Add columns at an offset, keeping the relationship

to the grid intersection intact.




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• Calculator




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• Power point presentations • Computer • Internet resources • Video clips



Unit Overview Template Content Area: Basic Computer Drafting

2. Unit Title: Revit/Architectural Drawing – Schedules and Construction Document Sets Target Course/Grade Level: 9-12 Unit Summary Students will be able to: • Understand different schedule types • Understand how to read and use legends from Auto-CAD software • Using and adding keynotes in models/drawings • Setting up sheet layouts • Printing models and drawings • Understanding the different elements of rendering (lighting, camera views, walkthroughs, etc.). Primary Interdisciplinary Connections:









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Unit Essential Questions • How do you create different types of

schedules? • How create legends by using blank view

and drafting items into the model? • How do you create keynotes and legends? • How do you print models/drawings? • How do you create specific renderings in

your models based on lighting schemes?

Unit Enduring Understandings • Understand the different types of schedules. • Create legends by using blank view and drafting

items into the model. • Import Auto-CAD generated data to create a

legend that looks exactly like your CAD. • Creating keynotes and legends in your model. • Create renderings based on a specific lighting

scheme.









Challenge Activities




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• Student driven research and application of drafting as a universal language







Content Area: Basic Computer Drafting Unit Title: Career Exploration Target Course/Grade Level: 9-12 Unit Summary Students will be able to:

• List and describe some careers in which drafting is used. • Explain skills and education needed for entry level positions. • Describe some job responsibilities of a draftsperson. • Read and interpret educational requirements for an entry level position in drafting and

prepare a report utilizing LDC template task. Primary Interdisciplinary Connections:



Unit Rationale The students will become familiar with careers in the drafting field.

Learning Targets




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o 8.1, 8.2, 9.3, 9.4 Content Statements




















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Unit Essential Questions • What is the educational background needed

to obtain an entry level position in drafting? • Describe some careers where drafting is

used • What are the job responsibilities in the field

of drafting?

Unit Enduring Understandings • Different kinds of certification or college degrees

are available to enter the field of drafting. • Conferring with architects and/or engineers, a

draftsman initially gains an understanding of the scope and requirements of a project.

• Utilizing both manual drawing skills as wells as computer-based application, such as automated computer-assisted drafting, the draftsman creates both two-dimensional and three-dimensional renderings of the finished project.

Unit Learning Targets o Research on the educational requirements, job responsibilities, job opportunities,

and salaries for the field of drafting. o Students will prepare a report utilizing LDC template task.







Basic Skills/ Special Education Accommodations • Acknowledgement and adherence to I.E.P • Additional time • Modified assignments • Alternate assessments • One-on-one instruction




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• Preferential seating • Peer coaching as needed







AUTOMATED COMPUTER AIDED DESIGN (AUTOCAD)

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