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By Mary Ann Dunican Andrew Weber Patrick Adams

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Proposal Guidelines Grade Level 6, 7, 8 th grade Description of Learners The Synergistics Classroom can range from 26 32 students depending on the grade level. As Synergistics is an Encore/Elective course, student-learning abilities are varied in every class period. Ability level is spread throughout the different classes where higher level abilities may be mixed with average and lower level abilities. Special Education students are also mainstreamed into various classed throughout the day.

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Description of Learning Environment Synergistics is an integrated technology program that is a multimedia module-based curriculum that integrates elements of math, technology, science, and language arts. Learning is student-directed, hands-on, and cooperative in nature. Examples of typical modules include: Towers, Flight Technology, Engines, Light and Lasers, Robotics, and Weather.

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Description of Learning Environment The classroom has an exploratory atmosphere where students are encouraged to use prior knowledge to enhance their practical learning skills. It is imperative that students use their communication and teamwork skills in order to complete daily activities and long- term projects. All together, the learning environment is positive and it promotes the success of all student learners at all different learning levels.

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Pedagogical Approach This unit reflects Jonassens approach to learning. The activities within this unit are practical and will have the student make real life connections to their learning (2006). The unit has meaning and students can ultimately make use of what they have learned and apply their learning in the real world. Students will use a technology-based simulation as they learn through each module. Students will use hands on materials as well as computer-based instruction as they explore the ideas of this unit.

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Content Area: 6 th, 7 th, and 8 th grade Synergistics incorporating technology, mathematics, and language arts.

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Content Area Standards State Goal 3: Write to communicate for a variety of purposes. B: Compose well-organized and coherent writing for specific purposes and audiences 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. State Goal 5: Use the language arts to acquire, assess and communicate information. A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas 5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources.

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Content Area Standards STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. A. Measure and compare quantities using appropriate units, instru ments and methods. 7.A.4b Apply formulas in a wide variety of theoretical and practical real-world measurement applications involving perimeter, area, volume, angle, time, temperature, mass, speed, distance, density and monetary values. B. Estimate measurements and determine acceptable levels of accuracy. 7.B.3 Select and apply instruments including rulers and protractors and units of measure to the degree of accuracy required. 7.C.3a Construct a simple scale drawing for a given situation. 7.C.4c Convert within and between measurement systems and monetary systems using technology where appropriate.

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NETS standards 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to the learning of others. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

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Students at their module

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Figuring out your grade Attendance and participation = 140 Post test = 100 Rcas = 120 Assessments = 60 At the end of each Module, students add all of their actual points together. Then take your actual total points and Divide it by the total possible points. 320/420=.76=76% 420 pts per module

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Student Grade Form

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Call Lights Use your call light to get the teachers attention Remain in your seat until your teacher is able to come to your workstation. (You are not the only student in the class) Continue to work while you are waiting

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First Assessment NAME:CLASS NUMBER#: Orientation 1.Explain benefits and define strategies for successfully working with a Module partner. The benefits and strategies for a successful working module partnership are treating each other with respect, evenly dividing the responsibilities, and sharing the equipment.

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2. List the steps you should follow when first entering a Synergistic lab. The steps you should follow when first entering the Synergistic Lab are read the message board, get your portfolio, wait for instructions, go to the workstation, check for any missing or broken items, wipe down the equipment, and log on.

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3. Describe when and how safety instructions should be followed within a Synergistic Module Students are instructed to follow all safety instructions. Safety equipment such as safety glasses, gloves, and aprons must be worn when instructed to do so. If students are unsure how to operate any of the equipment in the Module, they are instructed to turn on your call light and ask your instructor for assistance.

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4. Describe how the Module activity sheet is used within a Synergistic Module. When one of the activities is completed, students should initial the box to the right of the activity unless it is one of the three assessed activities. The three assessed activities will appear in bold and have an asterisk in the box where the instructor (Mrs. Dunican) will place her initials when she checks the assessment

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Teacher s Day to Day Descriptions Each day is represented by a session. One session usually takes approximately 40 minutes to complete. At the start of each session, there is a three question quiz called RCAs. There is a Research question, Challenge question, and an Application Question. Students should work on them together.

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Day 1 SESSION 1: First day teacher will explore related careers in the drafting field. The synergistic software is very structured. On the first day of the lesson, introduce the students to the CAD software and how to navigate through it. If the students follow the verbal directions given to them through the synergistic computer, they will be able to create a pattern for the model soapbox. If the students print the pattern to card stock paper, it makes for a sturdy car.

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Example Students work of Dimensioned Car

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Day 2 SESSION 2: Work on the alphabet of lines. Have the students become familiar with the vocabulary words used in this Module. Example: diameter, horizontal lines, orthographic projection, vertical lines, drafting, and object lines. Go over the procedures for dimensioning a drawing. This can be difficult if not followed properly. Dimensioning starts with a single click and finishes with a double click. Use CAD to dimension drawings and create multiple views of the drawings.

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Day 3 SESSION 3: Ask the students to measure the dimensions of the geometric shapes manually with a ruler. Using the CAD software, create a multiview drawing of the geometric shapes. Once the students have them dimensioned, have them print them. You may need to go over the dimensioning procedure with them.

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Wooden block to dimension

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Day 4 SESSION 4: Have the students continue working on the alphabet of lines. Students need extra time to complete this. Using the wooden wheel, have the students learn about the cutting plane and section lines. Have the students create a cutaway drawing with the wooden wheel cutaway. The students should print it their finished project.

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Day 5 SESSION 5: On the fifth day, give the students floor plan examples. They should go over them with their parents and decide how they want to set up their floor plans. They should draw out a rough draft of their floor plan on a sheet of graph paper. Remind them that they need to have at least five rooms in their floor plan. They need to have 2 bedrooms, 1 bathroom, a kitchen and a living room. Also, each room should be dimensioned.

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Sample beginning floor plan

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Day 6 SESSION 6: Each set of students will continue to work on their floor plan. As they work on their floor plan, they should include doors, windows, cabinets, plumbing, and electrical.

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More detailed floor plan Students also can Do a 3d walk through of their house. They also can choose colors of carpets.

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Day 7 SESSION 7: On the final day, the students should be wrapping things up. They should be putting in furniture and a roof to their floor plan. Take some time to go over the created floor plan with the pair of students. Quiz them on the symbols. By now, they should be very familiar with the symbols. Discuss the flow of their floor plan. Does it make sense?? Do they have windows and doors?? Are their closets in each of the bedrooms?? Sometimes they have forgotten something. Once you have agreed that they have completed a floor plan. Have them print it. Make sure they click Fit To Paper.

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Inside of the house

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Assessment CREATING A FLOOR PLAN The student can create and print a floor plan for a house. ** Have your teacher see your floor plan BEFORE printing ** The student can explain the various symbols in a floor plan. Identify symbols for dimensions, walls, doors, windows, cabinets and fixtures. Basically if it is on your floor plan you should know what it is. You may want to label your floor plan to help you. The student can evaluate the floor plan created, indicating how it could be improved. What are some problems with the layout of your floor plan? How can these problems be fixed? You may also want to think about what else you could do if you had more time. The student can demonstrate and explain how to determine the dimensions of a room based on information from a floor plan. Circle several examples of room dimensions on your floor plan. You should also be able to explain how to determine the size of rooms not dimensioned.

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Test Name______________________Class#________ CADD POST TEST What is the third most common view (besides the front and side view) shown on a multiview drawing? A. bottomC. back B. Left sideD. top 2. Which of these lines is the thickest in reference to the alphabet of lines? A. object linesC. hidden lines B. border linesD. center lines 3. What is the method used for developing a multiview drawing? A. two-point perspective projectionC. oblique projection B. isometric projectionD. orthographic projection 4. Identify the two major types of drafting. A. architectural and engineeringC. CADD and engineering B. architectural and CADDD. Orthogonal and perspective 5. Which type of drawing would typically show the most detail? A. multiview drawingC. oblique drawing B. isometric drawingD. perspective drawing 6. What does the acronym CAD represent? A. computer-aided disketteC. computer-aided design B. computer-aided draftingD. computer-aided drawing 7. Which of the following is the most basic type of a working architectural drawing? A. floor planC. pictorial B. orthogonal projectionD. elevation 8. Engineering drawings should follow which type of standards? A. Geometric Dimensioning andC. American Drafting Assoc Tolerancing B. High-Level ArchitecturalD. Computer-Aided Drafting And Design 9. Which line type indicates surfaces exposed by cutaway drawings? A. hiddenC. section B. cutting planeD. phantom 10. Dimension lines are generally drawn between which type of lines? A. phantomC. extension B. objectD. hidden