Solidworks - 3D Modeling Curriculum

Waterford Public Schools

High School CTE Curriculum 2026

Table of Contents Committee Members .................................................................................................................. 1 Vision of a Graduate .................................................................................................................... 2 CTE Curriculum Vision Statement .........................................................................................3 Advanced Manufacturing Cluster ............................................................................................ 4 Grade 6 STEM Lab.......................................................................................................... 5 Intro to Manufacturing ................................................................................................ 19 Intro to CAD .................................................................................................................. 32 Woodworking ............................................................................................................... 48 Metal Fabrication ......................................................................................................... 62 Solid Works 3D Modeling ......................................................................................... 83 Advanced Woodworking ........................................................................................... 97 Marketing & Sales Cluster (Cross-Cutting Cluster) ..................................................... 115 Business Basics ....................................................................................................... 116 Matching and Branding ............................................................................................ 135 Sports and Entertainment Marketing ................................................................... 153 Construction Cluster ............................................................................................................. 177 Grade 6 STEM Lab..................................................................................................... 178 Grade 7 Construction ................................................................................................ 192 Architectural Design 1............................................................................................. 203

Architectural Design 2............................................................................................. 226 Architectural Design 3............................................................................................. 240 Hospitality, Events, & Tourism Cluster............................................................................. 256 Grade 7 or 8 Cooking Foundations 1 .................................................................. 257 Grade 8 Cooking Foundations 2 .......................................................................... 268 Culinary Essentials.................................................................................................. 280 Bake Shop (principles of baking) ........................................................................... 298 Baking for Enterprise ................................................................................................ 310 Menu Planning and Execution ................................................................................ 323 Restaurant Management and Entrepreneurship ................................................ 336 Advanced Culinary Internship................................................................................ 351 Arts, Entertainment, & Design Cluster ............................................................................... 360 Fashion Design .......................................................................................................... 361 Interior Design (housing & Interiors) ..................................................................... 373 Education Cluster ................................................................................................................... 384 Child Development ................................................................................................... 385 Early Childhood Education Seminar .................................................................... 400 Early Childhood Education Internship ................................................................. 412 Digital Technology Cluster (Cross-Cutting Cluster) ...................................................... 427

Grade 6 STEM Lab..................................................................................................... 428 Grade 6 Intro to Robotics ......................................................................................... 442 Grade 7 Robotics-Land & Air ............................................................................... 450 Grade 8 Robotics-Maritime.................................................................................... 459 Robotics ..................................................................................................................... 467 Advanced Robotics ................................................................................................... 479 Supply Chain & Transportation Cluster .............................................................................. 491 Grade 6 STEM Lab..................................................................................................... 492 Grade 7 Robotics-Land & Air ............................................................................... 506 Grade 8 Robotics-Maritime.................................................................................... 515 Small Engines ............................................................................................................ 523 Automotive Engineering ........................................................................................... 541 Advanced Automotive Engineering…………………………………………………………..566

Committee Members The following staff made significant contributions to the development of the Waterford Public Schools CTE Curriculum:

Lindsey Balisciano

Waterford High School CTE Teacher

Michael Bono

Waterford High School CTE Teacher

Christopher Cassidy

Waterford High School CTE Teacher

Nicholas Fomenko

Clark Lane Middle School CTE Teacher

Daniel Landeck

Clark Lane Middle School CTE Teacher

Sarah Ramos

Waterford High School CTE Teacher

Ed Torres

Waterford High School CTE Teacher

Alyson Woznicki

Waterford High School CTE Teacher

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Vision of the graduate

Effective Communicators

1A: Listen actively to understand information.

1B: Use an appropriate method of communication.

1C: Create a logical and evidence-based argument.

1D: Deliver a clear and effective presentation or performance.

Information Analysts

2A: Use appropriate research tools to acquire information from a variety of sources.

2B: Evaluate different perspectives, biases, and levels of credibility.

2C: Analyze information gathered from research tools to demonstrate understanding.

Critical Thinkers

3A: Make reasonable predictions of a real-world issue.

3B: Analyze data in order to justify a claim.

Self-Directed Learners

4A: Persevere through challenging situations with flexibility and resourcefulness.

4B: Recognize how thoughts, feelings, and actions affect achievement.

4C: Work independently towards achieving a meaningful goal.

Responsible Citizens

5A: Demonstrate respect for all cultures, identities, and perspectives.

5B: Practice responsible digital citizenship.

Waterford Public Schools is a community of learners that fosters and supports high aspirations, ensuring every student acquir es the skills and knowledge necessary to be a responsible citizen, prepared to contribute and succeed in an ever-changing world.

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Career and Technical Education Vision for Waterford Schools We prepare students for success through industry-aligned programs, real-world application, and building essential skills. Through innovative curriculum, industry partnerships, and personalized clusters, we inspire students to discover their passions, develop employability skills, and achieve their full potential. Our students are trained to be adaptable professionals who make meaningful contributions and thrive in the dynamic global economy.

We build the capacity of our students to independently problem solve, create, and evaluate ideas based on the following goals: ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

INSTRUCTIONAL APPROACH We champion the transformative power of practical skills and real-world application in our instruction in every course. We leverage connections in other subject areas to showcase their relevance in the problems, products, and solutions generated in career and technical courses. ● Inquiry-Based Learning: We develop authentic problems for students to apply their technical knowledge to investigate, create, and communicate. ● Purposeful Instruction: We teach clear, manageable, and developmentally appropriate lessons aligned to CT curriculum standards. These are followed by regular opportunities to practice and receive targeted feedback to grow over time. ● Instructional Modeling: We demonstrate possible approaches using habits of work that focus on both the problem as well as the employability skills we are committed to developing in our students. ● Coaching and Mentoring: We observe how students are working and ask probing questions and suggest possible areas of improvement appropriate for the goals, task, and the student. ● Peer Modeling: We create collaborative situations where students work together to design, create, and evaluate their solutions or approaches.

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Advanced Manufacturing Cluster

Grade 6 Stem Lab Grade 6 — STEM Lab We explore the same fundamental question four different ways: How do forces shape what happens? We'll see forces lift gliders, protect eggs, hold up bridges, and move marbles. Each project builds on what we learned before, giving us new tools to predict, control, and improve how things work. We build things that fly across the room, protect falling eggs, hold hundreds of pennies, and send marbles through loops at top speed. Every project teaches us to think like engineers: test it, observe it, improve it. These are the same skills used by aerospace designers, architects, and roller coaster engineers—and now we get to use them too.

Unit 1: Aviation: The Four Forces Fighting in the Sky 5-7 Days (3-4)

Unit 2: Motion & Forces: The Laws That Control Everything 5-7 Days (4-6)

Unit 3: Structures: Engineering That Won't Break 5-7 Days (4-6)

Unit 4: Energy: Controlling the Ride — From Stored to Speed 10-12 Days (8-10)

What makes things fly? We build and fly balsa wood gliders to discover four invisible forces—lift, drag, thrust, and gravity—fighting over every plane in the air. Tiny changes matter: shift the weight forward, and your glider nosedives.

Bend a wing, and it spins. We redesign, test flight paths, and tackle challenges like hitting targets, making tight turns, or flying the farthest—discovering that engineering success comes from testing, failing, and making it better.

Now that we understand how forces affect things in flight, we discover the laws that control ALL motion—whether in the air, on the ground, or falling from the sky. We explore Newton's Three Laws—the rules that describe how things move in the universe—through experiments that show force and motion in action. Our big challenge: design a lander that protects a raw egg falling from serious height. If it cracks, we failed. We use what we know about inertia, acceleration, and impact forces to build and test until our egg survives the drop. It's physics meets creative problemsolving—and someone's egg is definitely breaking.

We've explored forces on moving objects. Now we flip the question: how do forces act on things that need to STAY PUT and not break?

Using only paper, we engineer bridges and towers that can support serious weight. We learn about compression (squeezing forces) and tension (pulling forces) and discover why some designs crumble while others hold strong.

Every choice matters: where we fold, how we connect, what shape we build. We test our structures by stacking pennies or reams of paper one by one until they collapse— watching exactly where they fail and why. The challenge: whose design will hold the most weight before it finally breaks?

We've examined forces that make things fly, fall, and stand strong.

Now we tackle the force behind all motion: energy—and learn to control its transformation from start to finish. We build paper roller coasters where a marble at the top has stored energy that turns into speed on the way down. Can we design loops, turns, and hills wild enough to be exciting but controlled enough to actually work?

We're balancing speed, momentum, and friction—and our design choices determine whether the marble makes it all the way through, flies off the track, or gets stuck halfway down. We test, redesign, and test again until we create the wildest ride that actually works.

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Grade 6 Stem Lab Unit 1

Course Name: STEM Lab Unit 1 Title: Aviation: The Four Forces Fighting in the Sky

Est. # of Lessons: 5-7

Unit Overview: What makes things fly? We build and fly balsa wood gliders to discover four invisible forces— lift, drag, thrust, and gravity—fighting over every plane in the air. Tiny changes matter: shift the weight forward, and your glider nosedives. Bend a wing, and it spins. We redesign, test flight paths, and tackle challenges like hitting targets, making tight turns, or flying the farthest. This is where we learn that engineering isn't about being perfect the first time—it's about testing, seeing what broke, and making it better.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.03.05: Investigate and describe the functioning of structural, propulsion, suspension, and guidance control vehicular subsystems

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings ● Four forces—lift, drag, thrust, and weight— act simultaneously on any flying object, and flight happens when these forces balance in specific ways. ● Small changes in design variables (wing angle, weight placement, surface area, symmetry) can produce dramatically different flight results because they change how forces interact. ● Iterative testing reveals cause-and-effect relationships that cannot be predicted through theory alone—watching what actually happens drives better design decisions. ● Every design involves trade-offs between competing performance goals—optimizing for distance may compromise accuracy, optimizing for turns may reduce stability.

Essential Questions ● How do forces work together to determine whether something flies or falls? ● What happens when we make small changes to our glider—and how do we learn to predict those effects? ● When testing matters more than guessing, how do engineers learn from what actually happens?

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Grade 6 Stem Lab Unit 1 Knowledge ● ● ● ●

Skills (Framed as Learning Targets)

Parts of airplanes How planes move Forces on Planes Building Gliders

Key Vocabulary: lift, drag, thrust, gravity, yaw, pitch roll, aileron, rudder, air foil, bernouli, air pressure

● I can define the four forces of flight: lift, weight, thrust, and drag. ● I can describe how the shape of a glider affects its movement. ● I can build and fly a glider in specific directions and flight paths. ● I can explain how my glider uses pitch, yaw, and roll. ● I can test, adjust, and refine my glider to meet specific flight challenges. ● I can use flight vocabulary to describe and improve my design.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Design Challenge: Build Paper Gliders: Students will be assessed on the following criteria: - Ability to construct a paper glider using provided materials - Ability to adjust the flaps or design features (e.g., angle of wings or tail) to control flight direction or improve performance.

- Completion of a series of flight trials, testing how their glider performs in terms of distance, accuracy, and stability

● Quiz: Complete a unit quiz to answer questions on parts, movement and forces on planes. ● Ability to follow instructions to build a glider

Reflection on Paper Glider Design Challenge: How your build went based on the criteria, strategies for next design challenge STAGE 3: LEARNING PLAN First Topic: Aviation Basics

Estimated # of Lessons: 5-7

Learning Targets: ● I can define the four forces of flight: lift, weight, thrust, and drag. ● I can describe how the shape of a glider affects its movement. ● I can build and fly a glider in specific directions and flight paths. ● I can explain how my glider uses pitch,

Essential Questions: ● How do forces work together to determine whether something flies or falls? ● What happens when we make small changes to our glider—and how do we learn to predict those effects? ● When testing matters more than guessing, how do engineers learn from what actually

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Grade 6 Stem Lab Unit 1 yaw, and roll. ● I can test, adjust, and refine my glider to meet specific flight challenges. ● I can use flight vocabulary to describe and improve my design.

happens?

Learning Activities: ● Getting acclimated in the STEM Lab - rules, equipment, and working together ● Introduction to the parts, movement and forces on planes ● Build White Wing Flyers - teacher observes and coaches individual builds to help ensure they are done with accuracy while still maintaining organic build-test- reflect cycle ● Fly and adjust flaps on gliders to perform specific maneuvers ● Discussion about build strengths and failures as natural part of every engineering challenge (making it safe to share, troubleshoot, and suggest what could be done next time)

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Grade 6 Stem Lab Unit 2

Course Name: STEM Lab Unit 2 Title: Motion & Forces: The Laws That Control Everything

Est. # of Lessons: 5-7

Unit Overview: Now that we understand how forces affect things in flight, let's discover the laws that control ALL motion—whether in the air, on the ground, or falling from the sky. We explore Newton's Three Laws—the rules that describe how things move in the universe—through experiments that show force and motion in action. Our big challenge: design a lander that protects a raw egg falling from serious height. If it cracks, we failed. We use what we know about inertia, acceleration, and impact forces to build and test to help our egg survive the drop. It's physics meets creative problem-solving—and someone's egg is definitely breaking.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● IT.01.01: Design and use instruments to gather data

Understandings ● Newton's Three Laws of Motion are universal principles that explain how and why all objects move, accelerate, or stay at rest—these laws apply everywhere, always. ● Impact forces can be reduced by increasing the time of collision or by distributing force over a larger area—successful protective systems use both strategies. ● The same physical event produces different outcomes depending on system

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) Essential Questions ● How do forces shape the way things move, fly, and fall? ● How can we use what we know about forces to protect things from breaking? ● How can two eggs fall from the same height but have completely different outcomes?

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Grade 6 Stem Lab Unit 2 design—protective engineering transforms potentially destructive forces into manageable ones. ● Testing reveals what theories cannot predict, but high-stakes testing (where failure is expensive) requires extra planning, research, and strategic decisionmaking before building.

Knowledge ● Newton’s Laws - How things move in the air ● Components of engineering design process ○ Importance of design and safety constraints ○ Prepping materials ○ Research to limit design failures ○ Value of design failures Key Vocabulary: Newton’s Laws, Inertia, Force, mass, acceleration.

Skills (Framed as Learning Targets) ● I can describe Newton's three laws of motion in my own words. ● I can explain how Newton's laws apply to real-world situations—like car crashes, sports, and falling objects. ● I can design a device that protects an egg from breaking when dropped from a height. ● I can use materials creatively to reduce the force of impact on the egg. ● I can test my design and use what I learn to make it better. ● I can explain how my egg drop design shows Newton's laws at work (especially inertia, force = mass × acceleration, and actionreaction). ● I can collaborate with my team to plan, test, and improve our egg lander design. ● I can reflect on my design process and explain what I would improve in the future.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Egg Drop Engineering Challenge: Students will be assessed on the following criteria. ● Ability to build their egg lander according to the given design constraints (eg. size, materials) ● Does the lander reach the required height when launched ● Does the egg survive the drop

Formative Assessment ● Q&A: Identifying the forces on their egg and any potential weak points in their build ● Observation on ability to work as a team towards a common goal. ● Observation on ability to purposefully build lander based on plans. ● Quiz: What are Newton’s Laws and how do they interact with our world?

Reflection on Egg Drop Engineering Challenge: Was their lander able to reach the required height and protect the egg upon landing. If the egg did not survive, what could have been done differently to better protect the egg?

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Grade 6 Stem Lab Unit 2 STAGE 3: LEARNING PLAN First Topic: Newton’s Laws

Estimated # of Lessons: 5-7

Learning Targets: ● I can describe Newton's three laws of motion in my own words. ● I can explain how Newton's laws apply to real-world situations—like car crashes, sports, and falling objects. ● I can design a device that protects an egg from breaking when dropped from a height. ● I can use materials creatively to reduce the force of impact on the egg. ● I can test my design and use what I learn to make it better. ● I can explain how my egg drop design shows Newton's laws at work (especially inertia, force = mass × acceleration, and action-reaction). ● I can collaborate with my team to plan, test, and improve our egg lander design. ● I can reflect on my design process and explain what I would improve in the future.

Essential Questions: ● How do forces shape the way things move, fly, and fall? ● How can we use what we know about forces to protect things from breaking? ● How can two eggs fall from the same height but have completely different outcomes?

Learning Activities: ● Explanation of Newton’s laws through video and in class demonstrations (e.g., force of different items based on mass and acceleration… balloon rockets, ping pong balls) ● Orientation to egg lander design challenge: plan, assemble, test, and reflect ● Research to identify best materials and design for the lander to guide the plan and assembly ● Create steps to build the egg lander- teacher observes and coaches the assembly process ● Launch egg drop and collect data using altitude finder to assess flight path ● Evaluate the design and identify strengths and areas of improvement based on the data

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Grade 6 Stem Lab Unit 3

Course Name: STEM Lab Unit 3 Title: Structures: Engineering That Won't Break

Est. # of Lessons: 5-7

Unit Overview: We've explored forces on moving objects. Now we flip the question: how do forces act on things that need to STAY PUT and not break? Using only paper, we engineer bridges and towers that can support serious weight. We learn about compression (squeezing forces) and tension (pulling forces) and discover why some designs crumble while others hold strong. Every choice matters: where we fold, how we connect, what shape we build. We test our structures by stacking pennies or reams of paper one by one until they collapse—watching exactly where they fail and why. The challenge: whose design will hold the most weight before it finally breaks?

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.02.01 : Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● DD.03.10: Identify the factors used to select the designs for structures based on building laws and codes, style, convenience, cost, climate, and function ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings

Essential Questions

● Structures experience two primary types of forces—compression (squeezing) and tension (pulling)—and different designs handle these forces differently. ● The shape and geometry of a structure

● What makes some structures strong enough to stand while others collapse—even when they use the same materials? ● How can we predict where something will break before it actually breaks?

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Grade 6 Stem Lab Unit 3 determines how it distributes weight and resists forces, often making design more important than material strength. ● Testing structures to the point of failure reveals exactly where and why they fail, providing critical information for improving future designs. ● Structures work as systems where all parts must work together—if one connection or component fails, the entire structure can collapse.

● How do the choices we make about shape and connection determine whether a structure holds or fails?

Knowledge

Skills (Framed as Learning Targets)

● Forces on structures, both buildings and bridges, what keeps them up and what makes them fall. ● Strength and weaknesses of materials for given structural constraints and designs

● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs are stronger than others. ● I can collaborate with others to build and test a successful structure.

Key Vocabulary: Tension, compression, torque, sheer, life/dead/environmental loads, bridge types (eg. bean, suspension, arch), columns, pillars, walls, foundations and building materials (eg. concrete, wood, metal)

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Penny Bridge Engineering Challenge: Students will be assessed on the following criteria. ● Ability to design a beam bridge with and without pillars to hold up the most weight possible. ● Ability to test and redesign their bridge to hold more pennies than the previous build.

● Q&A: Identifying the forces on their bridge/skyscraper designs and any potential fail points in their build. ● Observation on ability to work as a team towards a common goal. ● Ability to create a bridge on the computer that is limited by budget. The bridge must pass a stress test. ● Quiz: What are the forces on bridges/structures, what are different types of bridges used and what are different materials used to make structures stand strong.

Reflection on Penny Bridge: Which design was able to hold more pennies?

How could you redesign your best trial to hold even more pennies?

Skyscraper Engineer Challenge: Students will be assessed on the following criteria. ● Ability to design a foundation to hold up the maximum weight possible.

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Grade 6 Stem Lab Unit 3 ● Test and redesign foundation to increase its strength with each trial.

Reflection on Skyscraper: What foundation design/shapes worked best in holding up the most weight. Could this be done more efficiently, with less material and still hold the same weight?

STAGE 3: LEARNING PLAN First Topic: Building a Bridge

Estimated # of Lessons:

Learning Targets: ● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs are stronger than others. ● I can collaborate with others to build and test a successful structure.

Essential Questions: ● What makes some structures strong enough to stand while others collapse—even when they use the same materials? ● How can we predict where something will break before it actually breaks? ● How do the choices we make about shape and connection determine whether a structure holds or fails?

Learning Activities: ● Introduction to forces on bridges and types of bridges. ● Orientation to penny bridge project ● Design, build, test, redesign and retest penny bridge ● Use Bridge Designer program to design a bridge with monetary constraints. ● Reflect on successes and failures of their penny bridges based on data gathered.

Second Topic: Building a Tower

Estimated # of Lessons:

Learning Targets: ● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs

Essential Question: ● What makes some structures strong enough to stand while others collapse? ● How can we predict where something will break before it actually breaks? ● Why does the way we connect and shape materials matter more than the materials themselves?

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Grade 6 Stem Lab Unit 3 are stronger than others. ● I can collaborate with others to build and test a successful structure.

Learning Activities: ● Introduction to materials used and forces on structures (buildings) ● Orientation to skyscraper design challenge ● Design, build, test, redesign and retest a foundation to hold up the maximum weight possible. ● Reflect on successes and failures of their foundations based on data gathered.

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Grade 6 Stem Lab Unit 4

Course Name: STEM Lab Unit 4 Title: Energy: Controlling the Ride — From Stored to Speed

Est. # of Lessons:10-12

Unit Overview: We've examined forces that make things fly, fall, and stand strong. Now we tackle the force behind all motion: energy—and learn to control its transformation from start to finish. We build paper roller coasters where a marble at the top has stored energy that turns into speed on the way down. Can we design loops, turns, and hills wild enough to be exciting but controlled enough to actually work? We're dealing with speed, momentum, friction, and physics—and our design choices determine whether the marble makes it all the way through, flies off the track, or gets stuck halfway down. We test, redesign, and test again until we create the wildest ride that actually works.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.01.07: Explain that requirements for a design are made up of criteria and constraints ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors Understandings ● Energy cannot be created or destroyed—it only transforms from one form to another, and in any system some energy is always

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● Where does energy come from, where does it go, and how do we control it? ● How do we design a roller coaster that's

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Grade 6 Stem Lab Unit 4 lost to friction and heat. ● Potential energy (stored energy based on position) transforms into kinetic energy (motion energy) as objects fall or descend, following predictable mathematical relationships. ● Engineering energy systems requires balancing competing goals—in roller coasters, designs must be exciting enough to be interesting but controlled enough for the marble to complete the course. ● Small changes in design variables (slope angle, curve radius, track smoothness) can dramatically affect energy flow and system success or failure.

exciting enough to be fun but controlled enough to actually work?

Knowledge

Skills (Framed as Learning Targets)

● Efficient ways to input energy into a system ● Connection between height, speed, and energy Key Vocabulary: Gravitational Potential Energy, Kinetic Energy, gravity, mass, velocity, conservation of energy, friction.

● I can explain the difference between potential and kinetic energy. ● I can describe how energy transfers and transforms in a system. ● I can design and build a working paper roller coaster for a marble. ● I can test and adjust my design to improve the marble's path. ● I can describe how gravity, friction, and momentum affect motion. ● I can analyze why my roller coaster succeeded or failed and redesign specific elements to improve performance.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Roller Coaster Design Challenge: Students will be assessed on the following criteria. ● Ability to design and build a paper marble roller coaster within specific constraints ● Marble must perform tasks while on the track, turns, hills and loops ● Marble must complete the roller coaster without needing assistance or falling off.

● Q&A: Identifying the high and low points of potential and kinetic energy.. ● Observation on ability to identify possible trouble areas for their marble on the roller coaster. Where may it get stuck or fly off. ● Quiz: What are potential and kinetic energy and how are they seen in the world today.

Reflection on Roller Coaster: How was I able to gain enough potential energy to complete the roller coaster? If my marble did not

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Grade 6 Stem Lab Unit 4 finish, what could I have done differently to succeed. Which parts of the coaster were the hardest to create?

STAGE 3: LEARNING PLAN First Topic: Roller Coaster

Estimated # of Lessons:

Learning Targets: ● I can explain the difference between potential and kinetic energy. ● I can describe how energy transfers and transforms in a system. ● I can design and build a working paper roller coaster for a marble. ● I can test and adjust my design to improve the marble's path. ● I can describe how gravity, friction, and momentum affect motion. ● I can analyze why my roller coaster succeeded or failed and redesign specific elements to improve performance.

Essential Questions: ● Where does energy come from, where does it go, and how do we control it? ● How do we design a roller coaster that's exciting enough to be fun but controlled enough to actually work?

Learning Activities: ● Introduction to GPE and KE in a closed system ● Orientation to paper marble roller coaster project ● Design roller coaster to meet design requirements ● Build and test roller coaster, redesigning where needed ● Reflect on roller coaster tests

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Intro to Manufacturing

Intro to Manufacturing Can you design the fastest CO₂ dragster in the class? We start with CAD software—the same tool professional engineers use to design everything from phones to cars. We learn to create precise technical drawings where every measurement matters. Then we apply those skills to the real challenge: designing and building a CO₂-powered dragster and then race against your classmates. This is manufacturing: turning ideas into actual products through precision, creativity, and problem-solving.

Unit 1: CAD and Drafting 10-12 Lessons

Unit 2: CO2 Dragster 6-10 Lessons

Unit 3: Design Challenge 10-12 Lessons

Before building anything in the real world, we need to design it in the digital world. We first learn CAD (Computer-Aided Design) software to create technical drawings that show exactly what we want to make.

Precision matters here. A measurement that's off by a millimeter on screen means a part that doesn't fit in real life. By the end, we create 3D designs that show objects from every angle.

Next, we apply what we learned about CAD and technical drawing to design the fastest CO₂ dragster possible. We research aerodynamics—how air flows around shapes—and learn how weight and balance affect speed. Then we create precise technical drawings that show every dimension of our dragster design.

We take our technical drawings and turn them into actual dragsters. Using layout tools to transfer measurements, cutting tools to shape the wood, and shaping tools to smooth the curves, we transform a rectangular wood blank into the aerodynamic design we planned. On race day, we launch our CO₂ dragsters down the track, collect performance data, and analyze the results. This is the manufacturing cycle: design → build → test → learn → improve.

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Intro to Manufacturing Unit 1

Course Name: Intro to Manufacturing Unit 1 Title: CAD and Drafting

Est. # of Lessons: 10-12

Unit Overview: Before building anything in the real world, we need to design it in the digital world. We first learn CAD (Computer-Aided Design) software to create technical drawings that show exactly what we want to make. Precision matters here. A measurement that's off by a millimeter on screen means a part that doesn't fit in real life. By the end, we create 3D designs that show objects from every angle.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● DD.02.07: Create various graphic representations or drawing of the design solution ● DD.01.02: Incorporate science concepts and mathematical processes applied through the use of technology ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.01.07: Explain that requirements for a design are made up of criteria and constraints ● NT.02.07: Define the parameters of a product

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings

Essential Questions

● Technical drawings are a universal language that communicates exact specifications—they must contain enough information for someone to build the product without any additional explanation. ● Different drawing views (orthographic, isometric) serve different purposes— orthographic views show precise dimensions for building, while isometric views show how the object looks assembled. ● Precision in digital design directly affects physical reality—a measurement error of one millimeter on screen can cause parts

● What makes a drawing good enough to build from? ● When does precision matter more than speed, and when is speed more important than perfection? ● How precise is precise enough for what you're building?

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Intro to Manufacturing Unit 1 not to fit, mechanisms to fail, or products to malfunction. ● Different measurement tools provide different levels of precision—semiprecision tools (rulers, squares) are sufficient for rough layout, while precision tools (calipers) are required when tolerances are tight.

Knowledge ● Appropriate approaches to measurement as they relate to scale, units, and tolerance; ● How to use drafting software to create orthographic and isometric drawings; Key Vocabulary: Solidworks, orthographic projection, isometric, scale, workplane, sketch, spline, fillet, linear/rotational sketch pattern, mirroring, extruded boss, extruded cut, trimming,

Skills (Framed as Learning Targets) ● I can look at a 3D object and draw accurate top, front, and side views (orthographic) by hand. ● I can draw a 3D-looking view (isometric) of an object by hand. ● I can add dimensions to my drawings so someone else could build the object without asking me any questions. ● I can look at someone else's technical drawing and figure out what the object looks like and how big it is. ● I can check my own drawing and find what's missing before someone else points it out. ● I can give and receive feedback on technical drawings to improve clarity and completeness. ● I can create a 3D object in SolidWorks that matches given dimensions exactly. ● I can use key SolidWorks tools — sketches, extrudes, cuts, fillets, and patterns — to build shapes I couldn't make with just one feature. ● I can generate a technical drawing from my 3D model that includes all the dimensions someone would need to build it. ● I can spot the difference between my CAD model and the original drawing and fix what's off.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● CAD Drawing: ○ Produce hand-drawn orthographic and isometric views of a provided 3D object, fully dimensioned so someone else could build it without

● Peer Drawing Review midway through Topic 1: Students exchange hand drawings and complete a structured checklist: ○ What could I build from this drawing without asking questions?

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Intro to Manufacturing Unit 1 asking questions. ○ Build the same object in SolidWorks and generate a technical drawing from the model. ● Both parts are evaluated against the same rubric — dimensional accuracy, completeness of views, and whether the drawing contains everything needed to build from. ● Portfolio is submitted with a brief annotation: one decision they made about precision that they'd make differently, and why.

○ What's missing or unclear? ○ The reviewer marks it, the original student revises before the teacher sees it. ● CAD Self-Check in Topic 2 where students compare their SolidWorks model against the original drawing dimensions and document every discrepancy they find before submitting — even small ones. If they can't find any discrepancies, they explain specifically how they verified accuracy.

STAGE 3: LEARNING PLAN First Topic: Drawing Basics

Estimated # of Lessons: 4-5

Learning Targets: ● ● ● ● ● ●

Essential Question: ● What makes a drawing good enough to build I can look at a 3D object and draw accurate from? top, front, and side views (orthographic) by ● How precise is precise enough for what hand. you're building?

I can draw a 3D-looking view (isometric) of an object by hand.

I can add dimensions to my drawings so someone else could build the object without asking me any questions.

I can look at someone else's technical drawing and figure out what the object looks like and how big it is.

I can check my own drawing and find what's missing before someone else points it out.

I can give and receive feedback on technical drawings to improve clarity and completeness.

Learning Activities: ● Orientation to shop, safety and expectations ● Draw orthographic and isometric views of physical 3D shapes. ● Draw orthographic and isometric views of 2D shapes from a drawing. ● Peer review drawings using a checklist before finalizing.

Second Topic: CAD Basics

Estimated # of Lessons: 6-7

Learning Targets:

Essential Question:

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Intro to Manufacturing Unit 1

● I can create a 3D object in SolidWorks that matches given dimensions exactly. ● I can use key SolidWorks tools — sketches, extrudes, cuts, fillets, and patterns — to build shapes I couldn't make with just one feature. ● I can generate a technical drawing from my 3D model that includes all the dimensions someone would need to build it. ● I can spot the difference between my CAD model and the original drawing and fix what's off. ● I can add dimensions to my drawings so someone else could build the object without asking me any questions. ● I can check my own drawing and find what's missing before someone else points it out.

● ●

What makes a drawing good enough to build from?

When does precision matter more than speed, and when is speed more important than perfection?

Learning Activities: ● Learn SolidWorks basics. ● Create shapes previously hand-drawn, now built in SolidWorks. ● Create shapes from provided technical drawings. Generate a technical drawing from a completed 3D model.

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Intro to Manufacturing Unit 2

Course Name: Intro to Manufacturing Unit 2 Title: CO2 Dragster Design

Est. # of Lessons: 6-10

Unit Overview: Next, we apply what we learned about CAD and technical drawing to design the fastest CO₂ dragster possible. We research aerodynamics—how air flows around shapes—and learn how weight and balance affect speed. Then we create precise technical drawings that show every dimension of our dragster design.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.01.02: Incorporate science concepts and mathematical processes applied through the use of technology ● DD.02.07: Create various graphic representations or drawing of the design solution ● DD.01.03: The positive and negative aspects of a design ● DD.01.07: Explain that requirements for a design are made up of criteria and constraints ● NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.01.04: Recognize and explain that creativity is the basis for the development of products and systems ● NT.02.07: Define the parameters of a product

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Aerodynamics determines how efficiently a dragster moves through air—streamlined shapes reduce drag (air resistance), while blunt shapes create turbulence that slows

● What should you optimize for when you can't optimize for everything? ● How do you know when your design is ready to build or when it needs more work?

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Intro to Manufacturing Unit 2 the dragster down. ● Every dragster design involves trade-offs between competing factors—reducing weight may reduce strength, improving aerodynamics may complicate construction, optimizing for speed may sacrifice aesthetics. ● Technical drawings created in the design phase become the instructions for the build phase—errors in drawings compound during construction, while precision in drawings enables precision in building. ● Dragsters function as integrated systems where body shape, weight, wheel alignment, and surface finish all affect performance—optimizing individual components without considering how they interact produces unpredictable results.

Knowledge ● How to draw orthographic and Isometric views of their 3D car. ● How to create their 3D car in solidworks.

Key Vocabulary: Solidworks, orthographic projection, isometric, scale, workplane, sketch, spline, fillet, linear/rotational sketch pattern, mirroring, extruded boss, extruded cut, trimming,

● If you have to sacrifice one thing to gain another, how do you decide what matters most?

Skills (Framed as Learning Targets) ● I can analyze existing dragster designs and explain the aerodynamic principles behind specific features — why some shapes reduce drag and others create it. ● I can identify the trade-offs in my design — speed vs. stability, aerodynamics vs. buildability, weight vs. strength — and justify the choices I made. ● I can explain how different parts of my design (body shape, weight, wheel placement, surface finish) work together as a system rather than separate features. ● I can apply my technical drawing skills to produce a complete dragster design that communicates every dimension someone would need to build it. ● I can explain the design constraints (size limits, required features) and how they shaped my decisions. ● I can build my dragster design in SolidWorks with accurate dimensions that match my hand drawings. ● I can evaluate whether my design is ready to build and identify specifically what would need to change before it is.

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Intro to Manufacturing Unit 2

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Build a CO2 Dragster from Plan: Students submit a complete Design Package that serves as the authorization to begin building in Unit 3. The package includes: ○ A fully dimensioned hand drawing of their dragster ○ A matching SolidWorks model ○ A Design Decision Record documenting the trade-offs they made — at least one aerodynamic decision, one weight or balance decision, and one constraint-driven decision — with reasoning for each ○ A Build Readiness Statement where they identify the one aspect of their design they're least confident about and explain what they'd need to verify before cutting. ○ The package is evaluated on dimensional completeness, internal consistency between the drawing and the CAD model, and the quality of reasoning in the decision record — not just whether the dragster looks fast.

● Design Analysis at the start of Topic 1: students examine two or three provided dragster designs and complete a structured comparison: to activate aerodynamic reasoning before students begin designing. ○ Which design do you predict will be faster? ○ What specific features support that prediction, and what would you change and why? ● Drawing Peer Check: before students move to CAD that focuses on whether the design is buildable: ○ Is anything missing that would prevent someone from cutting this accurately? ○ Are there dimensions that conflict with the constraints?

STAGE 3: LEARNING PLAN First Topic: CO2 Dragster Drawn Design

Estimated # of Lessons: 3-5

Learning Targets:

Essential Question: ● What should you optimize for when you can't optimize for everything? ● How do you know when your design is ready to build or when it needs more work? ● If you have to sacrifice one thing to gain another, how do you decide what matters most?

● I can analyze existing dragster designs and explain the aerodynamic principles behind specific features — why some shapes reduce drag and others create it. ● I can identify the trade-offs in my design — speed vs. stability, aerodynamics vs. buildability, weight vs. strength — and justify the choices I made. ● I can explain how different parts of my design (body shape, weight, wheel placement, surface finish) work together as a system rather than separate features. ● I can apply my technical drawing skills to

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Intro to Manufacturing Unit 2 produce a complete dragster design that communicates every dimension someone would need to build it. ● I can explain the design constraints (size limits, required features) and how they shaped my decisions.

Learning Activities: ● Draft a drawing for a CO2 dragster Second Topic: CO2 Dragster CAD Design

Estimated # of Lessons: 3-5

Learning Targets:

Essential Questions: ● What should you optimize for when you can't optimize for everything? ● How do you know when your design is ready to build or when it needs more work? ● If you have to sacrifice one thing to gain another, how do you decide what matters most?

● I can build my dragster design in SolidWorks with accurate dimensions that match my hand drawings. ● can evaluate whether my design is ready to build and identify specifically what would need to change before it is.

Learning Activities: ● Create the car in Solidworks

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Intro to Manufacturing Unit 3

Course Name: Intro to Manufacturing Unit 3 Title: Design Challenge - CO2 Dragster Build and Test

Est. # of Lessons: 10-12

Unit Overview: We take our technical drawings and turn them into actual dragsters. Using layout tools to transfer measurements, cutting tools to shape the wood, and shaping tools to smooth the curves, we transform a rectangular wood blank into the aerodynamic design we planned. On race day, we launch our CO₂ dragsters down the track, collect performance data, and analyze the results. This is the manufacturing cycle: design → build → test → learn → improve.

STAGE 1: DESIRED RESULTS Established Goals ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.03.07: Explain how secondary manufacturing processes are used to change the form of materials ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● IT.01.01: Design and use instruments to gather data ● NT.02.03: Show evidence of how parts relate to each other through systems thinking

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

● Manufacturing transforms raw materials into finished products through secondary processes—cutting removes material, shaping refines the form, drilling creates holes, and finishing improves surface quality. ● Layout transfers dimensions from technical drawings to physical materials using measurement tools—accurate layout is essential because cutting and shaping processes are largely irreversible.

● When do I follow the plan exactly, and when do I adapt as I build? ● How do I know if a problem is worth fixing or if I should just move forward? ● If I make a mistake that can't be undone, how do I decide: start over or work around it?

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Intro to Manufacturing Unit 3 ● Testing reveals the gap between predicted and actual performance—dragsters that look identical on paper may perform very differently on the track due to manufacturing variations. ● The manufacturing cycle is iterative— design, build, test, analyze, and improve— with each cycle revealing information that improves the next iteration.

Knowledge ● Workplace safety including personal activity and tool/machine usageStudents will utilize hand tools and basic power tools ● Test your vehicles and analyze vehicular performance. Consider redesign based on analyses.

Key Vocabulary: workpiece, layout, precision tools, blueprint, dimension, tolerance, square, caliper, drill press, coping saw, rasp, file, sand paper

Skills (Framed as Learning Targets) ● I can select the appropriate measuring tool for the task — knowing when a ruler is sufficient and when calipers are required — and use it to transfer my design dimensions onto the wood blank accurately. ● I can check my layout markings against my drawings and catch errors before I start cutting. ● I can demonstrate safe setup and operation of cutting tools (saws, coping saws), shaping tools (rasps, files, sandpaper), and the drill press — explaining the specific hazard each presents. ● I can use cutting and shaping tools to transform a wood blank into a dragster body that matches my design dimensions. ● When something goes wrong during the build, I can determine whether the problem came from my design or from how I built it — and make a reasoned decision about whether to fix it, work around it, or keep going. ● I can collect race data (time, speed) using timing equipment and use it to explain how my dragster actually performed relative to my design intentions. ● I can trace a specific performance result — whether strong or weak — back to a decision I made in the design or build phase, and explain what I would change and why. ● I can describe where my dragster sits in the manufacturing cycle and what a next iteration would look like if I had the opportunity to build it again.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

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Intro to Manufacturing Unit 3 Summative Assessment

Formative Assessment

● CO2 Dragster Challenge: Students are assessed on two equally weighted components. ○ The dragster itself — evaluated against their own design drawings on dimensional accuracy, surface finish quality, and assembly integrity. Crucially, students are not penalized for deviating from their original design if they can document and justify the deviation in their Build Log. ○ A Race Analysis submitted after race day. Students identify one performance result — strong or weak — trace it back to a specific decision made in the design or build phase, explain what they'd change in a second iteration, and describe where they are in the manufacturing cycle and what the next step would be.

● Teacher observations on ability to properly use tools safely. ● Teacher observation on ability to create assemble car ● Layout Verification: before any cutting begins — students must compare their layout markings against their design drawings and sign off that dimensions match, identifying any discrepancies and how they resolved them. The teacher reviews this before students pick up a saw. ● Mid-Build Check: after the body is cut but before shaping and assembly — students answer three questions in writing: ○ Does my dragster currently match my design? ○ If not, did the problem come from my design or from how I built it? ○ What's my plan before I move forward? ○ This makes the "fix it, work around it, or keep going" judgment visible and gives the teacher a window into student decision-making while there's still time to intervene.

STAGE 3: LEARNING PLAN First Topic: Cut, Assemble and Race Car

Estimated # of Lessons: 10-12

Learning Targets: Essential Questions: ● I can select the appropriate measuring tool ● When do I follow the plan exactly, and when for the task — knowing when a ruler is do I adapt as I build? sufficient and when calipers are required — ● How do I know if a problem is worth fixing or and use it to transfer my design dimensions if I should just move forward? onto the wood blank accurately. ● If I make a mistake that can't be undone, how ● I can check my layout markings against my do I decide: start over or work around it? drawings and catch errors before I start cutting. ● I can demonstrate safe setup and operation of cutting tools (saws, coping saws), shaping tools (rasps, files, sandpaper), and the drill press — explaining the specific hazard each presents. ● I can use cutting and shaping tools to transform a wood blank into a dragster

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Intro to Manufacturing Unit 3 body that matches my design dimensions. ● When something goes wrong during the build, I can determine whether the problem came from my design or from how I built it — and make a reasoned decision about whether to fix it, work around it, or keep going. ● I can collect race data (time, speed) using timing equipment and use it to explain how my dragster actually performed relative to my design intentions. ● I can trace a specific performance result — whether strong or weak — back to a decision I made in the design or build phase, and explain what I would change and why. ● I can describe where my dragster sits in the manufacturing cycle and what the next iteration would look like if I had the opportunity to build it again.

Learning Activities: ● Orientation on tool use and safety ● Use a drill press to cut out axle holes. ● Layout car design on wood blank and cut it out. ● Shape cut out with rasps, files and sandpaper ● Paint and assemble car ● Race cars ● Add a brief data structure — even a simple Race Day Data Sheet with columns for time, speed, and design feature notes — so students have something concrete to analyze. This also makes the Race Analysis more equitable; students who don't finish first still have meaningful data to work with.

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Intro to CAD INTRODUCTION TO CAD COURSE # WTN101

0.5 Credit (FVA, STEM)

(Previously DRAFTING/CAD 1) Unleash your potential in this hands-on course, transitioning from foundational sketching to advanced computer-aided design. You will begin by developing foundational technical drawing skills, creating accurate two-dimensional objects using basic shapes and mastering proper techniques for line types and lettering. As you progress, you will build a foundation in technical drawing by identifying the six basic views of an object and learning to create orthographic projection drawings that represent objects with "true size and shape".

Students have the ability to earn credit through CT State College and Career Pathways (CCP) program.

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Intro to CAD Intro to CAD Every object that gets manufactured, engineered, or built has to be described precisely before anyone can make it. In this course, we learn that language — the graphic language of technical drawing used by engineers, architects, and designers every day. We start with pencil and paper, building the foundational skills of line work, measurement, and dimensioning. Then we take those same skills into CAD software, where we create, view, and communicate designs with professional precision. By the end, we have a portfolio of hand and digital drawings that show we can think in three dimensions and communicate what we see.

Unit 1: Drafting and 2-D Days: 16

Unit 2: Orthographic Projection in CAD Days: 15

Unit 3: 3D/Pictorial Drawings Days: 14

Before any tool gets machined or any wall gets built, someone has to communicate exactly what they want — and that communication has rules. In this unit, we learn the graphic language of technical drawing: how different line types carry different meanings, how dimensions tell someone exactly what to build, and how scale lets us represent real objects on a page. We work by hand first, because understanding the fundamentals means we can use any tool confidently.

Now that we speak the language, we face the central challenge of technical drawing: objects exist in three dimensions, but drawings live on flat paper. In this unit, we learn to solve that problem through orthographic projection — describing a single object through multiple views so that the front, top, and side together tell the complete story. We work through this by hand first, then move into CAD, where the same thinking becomes faster, more precise, and easier to revise. The drawings we produce here are the standard language of every engineering and construction workplace.

We've learned to break an object into views.

Now we put it back together. In this unit, we learn the three main ways to draw objects in three dimensions — isometric, oblique, and perspective — and explore how each one serves a different purpose. Then we use CAD to build and manipulate full 3D models, connecting them back to the orthographic views we mastered before. By the end, we move fluidly between 2D and 3D representations, understanding that they are two ways of describing the same thing — and knowing when to use each one.

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Intro to CAD Unit 1

Course Name: Intro to CAD Unit 1 Title: Drafting and 2-D

Est. # of Days: 16

Unit Overview: Before any tool gets machined or any wall gets built, someone has to communicate exactly what they want — and that communication has rules. In this unit, we learn the graphic language of technical drawing: how different line types carry different meanings, how dimensions tell someone exactly what to build, and how scale lets us represent real objects on a page. We work by hand first, because understanding the fundamentals means we can use any tool confidently.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● CADD.01.03: Describe the development of graphic language in a digital age. ● CADD.02.04: Describe and demonstrate the use of graphic communication skills through sketching. ● CADD.02.03: Describe and demonstrate the process of using a mechanical or electronic caliper accurately as required by the design intent. ● CADD.03.01: Explain how the various measurement systems are used in CADD drawings. ● CADD.03.04: Apply dimensioning to various objects and features. ● CADD.05.01: Understand the commands and concepts necessary for producing drawings through traditional or computeraided means. ● CADD.05.09: Create and edit basic geometry.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

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Intro to CAD Unit 1 ● Technical drawing is a precise language with conventions — line types, symbols, and dimensions each carry specific meaning that anyone trained in the field can read. ● Sketching is a thinking tool, not just a recording tool — a good sketch helps us work out design problems before committing to a final drawing. ● Dimensions are instructions, not just measurements — how we place and format them determines whether someone can build the object correctly. ● Precision in measurement and unit conversion prevents errors that compound as a project moves from drawing to construction or manufacture.

Knowledge ● Technical drawing as a graphic language with conventions ● Sketching as a thinking and design tool ● Scale and its relationship to real-world dimensions ● Line types and their meanings: visible, hidden, center, cutting plane, extension, dimension ● Dimensions as instructions for manufacture or construction ● Dimensioning methods: overall, running, and chain ● Imperial and metric measurement systems and conversion between them ● What makes a 2D drawing complete and buildable

● Why does technical drawing have rules — and what breaks down when those rules are ignored? ● How do we use a sketch to think through a design, not just record one? ● How does choosing the right line type or dimension placement change what someone can build from our drawing? ● What does precision mean at different stages of a project — and how do we achieve it?

Skills (Framed as Learning Targets) ● I can sketch an object to work out a design idea, not just copy a shape. ● I can choose the right line type for each feature and explain what breaks down when conventions are ignored. ● I can dimension a drawing accurately in both imperial and metric so someone else can build from it. ● I can produce a complete 2D drawing by hand that precisely describes a real object.

Key Vocabulary: drafting, line types, scale, dimensioning, imperial, metric STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Design Challenge: Technical Sketching ● Produce an accurate hand sketch based on a model

● Sketching exercises using basic shapes to create an object ● 1-2 quizzes to demonstrate metric and

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Intro to CAD Unit 1 Generate an accurate 2-D drawing using drafting tools, applying accurate dimensioning ● Write a concise analysis of your final sketch, focusing on how your use of scale, line types, and dimensions would allow a builder to create the part accurately. ●

imperial measurements ● Multi-View Sketching: Create a proportional sketch using basic geometric shapes to correctly represent an object from the Top, Front, and Right-side views ● Primary View Quizzes: Complete 1-2 visualization challenges to demonstrate your ability to correctly identify and align the standard views of a 3D object.

STAGE 3: LEARNING PLAN First Topic: Sketching

Estimated # of Days: 2

Learning Targets: ● I can draw two-dimensional objects using basic shapes.

Essential Questions: ● Why does technical drawing have rules — and what breaks down when those rules are ignored? ● How do we use a sketch to think through a design, not just record one? ● How does choosing the right line type or dimension placement change what someone can build from our drawing?

Learning Activities ● Sketching & Line Work ○ Teacher: Demo visualization for everyday objects ○ Student: Practice Sketching Exercises using basic shapes (cubes/cylinders) to build a complex object. ○ Measure: Feedback on your ability to use light vs. dark lines correctly. ● 2D Design Challenge ○ Teacher: Show how to "unfold" a 3D model into a 2D drawing (Top, Front, and Side views). ○ Student: Draw a 2D Technical Plan of a physical part using rulers and drafting tools. ○ Measure: Design Challenge: Grade for accuracy, scale, and proper dimensioning. ● Technical Sketching Portfolio ○ Teacher: Provide a "Pro-Standard" checklist and host a peer-review session. ○ Student: Organize your best sketches and final 2D drawings into a Professional Portfolio. ○ Measure: Final Portfolio grade focusing on neatness and technical skill.

Second Topic: Measurement

Estimated # of Days: 1

Learning Targets: ● I can practice using metric and imperial

Essential Questions:

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Intro to CAD Unit 1 measurements. ● I can accurately measure and record lengths in both metric and imperial units.

● Why does technical drawing have rules — and what breaks down when those rules are ignored? ● What does precision mean at different stages of a project — and how do we achieve it?

Learning Activities: ● Measurement Mastery ○ Teacher: Guided notes on reading Imperial (1/16") and Metric (mm) scales; demo "zeropoint" alignment and common reading errors. ○ Student: Complete Measurement Games/Drills (e.g., "Find the Mark") to build speed and accuracy. ○ Measure: 1-2 proficiency quizzes to demonstrate fluency in both systems. ● Precision Sketching ○ Teacher: Model how to measure a physical 3D object and translate those dimensions onto a 1:1 scale paper layout. ○ Student: Complete a Measured Sketch of a provided part, ensuring all lines match realworld dimensions. ○ Measure: Formative check for dimensional accuracy and "Alphabet of Lines" application Third Topic: Line Conventions

Estimated # of Days: 2

Learning Targets: ● I can practice using metric and imperial measurements. ● I can demonstrate proper techniques while drawing line types and lettering.

Essential Questions: ● Why does technical drawing have rules — and what breaks down when those rules are ignored? ● How does choosing the right line type or dimension placement change what someone can build from our drawing? ● What does precision mean at different stages of a project — and how do we achieve it?

Learning Activities: ● The Alphabet of Lines ○ Teacher: Demo "Line Hierarchy"—why some lines are thick (Object), some are dashed (Hidden), and some are thin (Construction/Center). ○ Student: Complete a Line Type Trace-Over exercise, identifying and drawing the correct line style for different part features. ○ Measure: Formative check for clear visual contrast between line weights. ● Professional Title Blocks ○ Teacher: Guided notes on "The Anatomy of a Title Block"—standardizing name, date, scale, and drawing number for industry. ○ Student: Design and draw a Standard Title Block on a template to be used for all future Unit 1 drawings.

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Intro to CAD Unit 1 ○ Measure: Accuracy check: Are all technical labels present, centered, and lettered neatly? ● The Ruler Challenge ○ Teacher: Guided notes on reading an Imperial (inches) and Metric (mm) ruler with 100% accuracy. ○ Student: Complete Measurement Games/Quizzes to prove you can measure to the nearest 1/16". ○ Measure: 1-2 quizzes on measurement fluency.

Fourth Topic: 2-D Drawing with Dimension

Estimated # of Days: 11

Learning Targets: ● I can practice using metric and imperial measurements. ● I can demonstrate proper techniques while drawing line types and lettering. ● I can draw two-dimensional objects using basic shapes. ● I can apply dimensions to the 2-D objects to explain the geometric size and shape.

Essential Questions: ● Why does technical drawing have rules — and what breaks down when those rules are ignored? ● How do we use a sketch to think through a design, not just record one? ● How does choosing the right line type or dimension placement change what someone can build from our drawing? ● What does precision mean at different stages of a project — and how do we achieve it?

Learning Activities: Scaling & Dimensioning Mastery ● The Science of Scale ○ Teacher: Demonstrate how to calculate scale (e.g., 1:2 or 2:1) to fit large or tiny objects onto a standard page. ○ Student: Re-draw a previous sketch to a Specific Required Scale, ensuring every line is mathematically proportional. ○ Measure: Formative check: Does the scaled drawing match the physical model's proportions? ● The Dimensioning Standard ○ Teacher: Guided notes on the "Rules of Dimensioning" (avoiding crosses, spacing from the object, and using leader lines). ○ Student: Add Complete Dimensions to the 2D Technical Plan, ensuring a builder could create the part without asking questions. ○ Measure: Summative check: Accuracy of measurements and adherence to "no-clutter" placement rules.

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Intro to CAD Unit 2

Course Name: Intro to CAD Unit 2 Title: Orthographic Projection

Est. # of Days: 15

Unit Overview: Now that we speak the language, we face the central challenge of technical drawing: objects exist in three dimensions, but drawings live on flat paper. In this unit, we learn to solve that problem through orthographic projection — describing a single object through multiple views so that the front, top, and side together tell the complete story. We work through this by hand first, then move into CAD, where the same thinking becomes faster, more precise, and easier to revise. The drawings we produce here are the standard language of every engineering and construction workplace.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● CADD.02.02: Describe physical objects as geometric entities ● CADD.02.07: Express a design of an object as a 3D model. ● CADD.02.11: Identify basic geometric elements (e.g., line, circle, rectangle, sphere, and cube). ● CADD.02.13: Describe and apply basic geometric concepts to building 3D models, such as tangent, parallel, and concentric. ● CADD.05.06: Explain the Cartesian Coordinate System. ● CADD.06.04: Generate/modify geometric components on construction planes. ● CADD.06.06: Create a 3D model from a 2D drawing

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

● Objects exist in three dimensions but must be described on flat paper — orthographic projection solves this by breaking a 3D object into perpendicular views that each show true size and shape. ● Three views — front, top, and side — are usually sufficient to describe an object

● How do you choose where to place dimensions and which dimension types to use for different features? ● Why is one view of an object never enough — and how do we decide which views tell the complete story?

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Intro to CAD Unit 2 completely, but the choice of views requires spatial reasoning and judgment. ● Dimensions placed correctly on an orthographic drawing are instructions for manufacture or construction, not just measurements — their placement and type carry specific meaning. ● CAD makes technical drawing faster, more precise, and easier to revise, but it requires the same spatial reasoning as hand drawing — the tool changes, the thinking does not.

● What does it mean for a view to show true size and shape — and why does that matter for someone building from the drawing? ● How does CAD change what is possible in technical drawing — and what does hand drawing still do better? ● How do we know when our orthographic drawing is complete enough for someone else to build from?

Knowledge

Skills (Framed as Learning Targets)

● Orthographic projection as a method of representing 3D objects in 2D ● True size and shape and when a view achieves it ● The six standard views and which three are most commonly used ● Why multiple views are necessary ● Line types in orthographic drawings: visible, hidden, center ● Dimensioning conventions in orthographic drawings ● What makes a drawing complete enough to build from ● CAD as a tool for creating and documenting technical drawings ● Setting up orthographic views in CAD

● I can use correct line types (visible, hidden, center) and consistent line weight to show different features clearly. ● I can decide which views are needed to describe an object completely and explain why one view is never enough. ● I can set up each view so it shows true size and shape — and explain what goes wrong when it doesn't. ● I can apply correct dimensions to an orthographic drawing using appropriate conventions. ● I can judge whether an orthographic drawing is complete enough for someone to build from — and identify what's missing if it isn't. ● I can produce orthographic drawings in CAD and explain what changes when the tool changes — and what stays the same.

Key Vocabulary: orthographic projection, true size and shape, six standard views, CAD, layer

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Design Challenge: ● Orthographic Projection Drawings. ○ Drawings will include appropriate linework and dimensions ● CAD-generated Drawings ○ Which will reflect proper use of linework and dimensioning. ○ Write a concise analysis of your final sketch, focusing on how your

● Multi-View Sketching: Create a proportional sketch using basic geometric shapes to correctly represent an object from the Top, Front, and Right-side views ● Primary View Quizzes: Complete 1-2 visualization challenges to demonstrate your ability to correctly identify and align the standard views of a 3D object.

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Intro to CAD Unit 2 use of scale, line types, and dimensions would allow a builder to create the part accurately.

● CAD Practice Drills: Complete introductory software exercises to demonstrate your ability to translate hand-drawn geometry into a digital 3D model.

STAGE 3: LEARNING PLAN First Topic: Orthographic Drawing

Estimated # of Days: 6

Learning Targets: Essential Questions: ● I can use correct line types (visible, hidden, ● How do you choose where to place center) and consistent line weight to show dimensions and which dimension types to use different features clearly. for different features? ● I can decide which views are needed to ● Why is one view of an object never enough — describe an object completely and explain and how do we decide which views tell the why one view is never enough. complete story? ● I can set up each view so it shows true size ● What does it mean for a view to show true and shape — and explain what goes wrong size and shape — and why does that matter when it doesn't. for someone building from the drawing? ● I can apply correct dimensions to an ● How do we know when our orthographic orthographic drawing using appropriate drawing is complete enough for someone else conventions. to build from? ● I can judge whether an orthographic drawing is complete enough for someone to build from — and identify what's missing if it isn't.

Learning Activities: Intro to Orthographic Projection ● The teacher demonstrates the "Glass Box" method to show how 3D objects unfold into standard Top, Front, and Right-side views. Students then practice by rotating physical models to identify 2D faces and aligning them correctly in a multi-view layout. ● Phase 1: Orthographic Sketching (Developing the Layout) ○ Teacher: Model how to use light "construction lines" to align features between different views. ○ Student: Create Proportional Sketches of 3D parts to practice layout before using tools. ○ Measure: Formative check for proper view placement and line hierarchy. ● Phase 2: Orthographic Drawing (Executing Precision) ○ Teacher: Demo using T-squares and triangles to convert a rough sketch into a 1:1 formal draft. ○ Student: Produce a Technical 2D Drawing with exact measurements and clean geometry. ○ Measure: Summative grade for technical accuracy, scale, and neatness. ● Dimensioning the Projection ○ Teacher: Provide guided notes on standard dimensioning rules (placement, spacing, and leaders).

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Intro to CAD Unit 2 ○ Student: Add Full Dimensions to your 2D drawings so a builder can read them clearly. ○ Measure: Summative check: Is every feature labeled without "cluttering" the drawing?

Second Topic: Intro to CAD

Estimated # of Days: 9

Learning Targets: ● I can decide which views are needed to describe an object completely and explain why one view is never enough. ● I can apply correct dimensions to an orthographic drawing using appropriate conventions. ● I can judge whether an orthographic drawing is complete enough for someone to build from — and identify what's missing if it isn't. ● I can produce orthographic drawings in CAD and explain what changes when the tool changes — and what stays the same.

Essential Questions: ● How do you choose where to place dimensions and which dimension types to use for different features? ● How does CAD change what is possible in technical drawing — and what does hand drawing still do better? ● How do we know when our orthographic drawing is complete enough for someone else to build from?

Learning Activities: Digital Drafting & CAD Integration ● Orientation & Software Exploration ○ Teacher: Demo CAD interface basics, workspace navigation, and essential "draw/modify" tools. ○ Student: Complete an Exploration Scavenger Hunt to locate and test primary sketching and viewing tools. ○ Measure: Successful setup of a digital drawing template and unit preferences. ● CAD Processes & 2D Drafting ○ Teacher: Model the "Sketch-and-Constrain" process to create precise 2D geometry from hand-drawn notes. ○ Student: Create 2D Digital Drawings of basic parts, focusing on geometric accuracy and clean linework. ○ Measure: Accuracy check: Do digital lines match the specific dimensions of the physical model? ● Digital Dimensioning & Scale ○ Teacher: Demo how to apply smart dimensions and edit "Style Manager" for professional readability. ○ Student: Generate CAD Drawings with Dimensions, ensuring all labels follow industry spacing and placement rules. ○ Measure: Peer review: Can a classmate read every dimension without confusion? ● Orthographic Projection in CAD ○ Teacher: Show how to generate Top, Front, and Right-side views automatically from a 3D model or manually in 2D space.

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Intro to CAD Unit 2 ○ Student: Produce a final Orthographic Projection Drawing on CAD, featuring full linework, dimensions, and a title block. ○ Measure: Summative Design Challenge: Evaluation of the final CAD-generated technical sheet.

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Intro to CAD Unit 3

Course Name: Intro to CAD Unit 3 Title: 3-D Drawings

Est. # of Days: 14

Unit Overview: We've learned to break an object into views. Now we put it back together. In this unit, we learn the three main ways to draw objects in three dimensions — isometric, oblique, and perspective — and explore how each one serves a different purpose. Then we use CAD to build and manipulate full 3D objects, connecting them back to the orthographic views we mastered before. By the end, we move fluidly between 2D and 3D representations, understanding that they are two ways of describing the same thing — and knowing when to use each one.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● CADD.02.07: Express a design of an object as a 3D model ● CADD.02.07: Express a design of an object as a 3D model. ● CADD.05.04: Use the concepts of geometric construction in the development of design drawings. ● CADD.05.05: Create orthographic, isometric, section, and auxiliary views. ● CADD.05.11: Explain and demonstrate the process for creating orthographic, isometric, section views, and auxiliary views. ● CADD.05.13: Generate a pictorial drawing. ● CADD.06.05: Create a 2-D drawing from a 3-D model.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

● Isometric, oblique, and perspective drawings each represent 3D objects differently — isometric preserves scale on all three axes, oblique shows a true frontal face with depth added, and perspective uses vanishing points to simulate how we actually see objects.

● When does a 3D drawing communicate better than a set of flat views — and when does it not? ● What trade-offs do we make when we choose between isometric, oblique, and perspective drawing — and how does the purpose of the drawing drive that choice?

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Intro to CAD Unit 3 ● Choosing the right type of 3D drawing is a judgment call based on purpose, audience, and what needs to be communicated — there is no universally correct choice. ● 3D CAD models, orthographic projections, and pictorial drawings are all representations of the same object — using them together improves accuracy, catches errors, and supports fabrication. ● CAD enables dynamic manipulation of 3D geometry that hand drawing cannot replicate, but hand drawing remains faster and more flexible for early-stage thinking and problem solving.

Knowledge ● Characteristics and conventions of isometric, oblique and perspective drawings ● When each drawing type communicates well — and when it doesn't ● Trade-offs between drawing types: purpose, audience, context ● Hand drawing conventions for 3D pictorials: axis layout, proportion, foreshortening ● Relationship between 3D models, orthographic projections, and pictorial drawings ● Moving between representations and checking consistency ● CAD 3D modeling: building geometry, rotating, viewing angles ● Working drawing layout in CAD ● What CAD makes possible that hand drawing cannot — and vice versa

● How do 3D CAD models and 2D orthographic drawings describe the same object — and how do we move between them without losing accuracy? ● What does CAD make possible in 3D representation that hand drawing cannot — and where does hand drawing still have value?

Skills (Framed as Learning Targets) ● I can produce isometric, oblique, and perspective drawings using correct conventions. ● I can recognize when a 3D drawing communicates something that flat views cannot — and when flat views are more useful. ● I can choose between isometric, oblique, and perspective and explain the trade-offs based on purpose and audience. ● I can move between a 3D model and orthographic views of the same object and check that dimensions and shapes are consistent across both. ● I can build and dimension a 3D model in CAD and explain what CAD makes possible that hand drawing cannot.

Key Vocabulary: isometric, oblique, perspective, vanishing point, foreshortening, pictorial drawing, working drawing STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Design Challenge: ● Isometric Projection Drawings.

Formative Assessment ● Drawing Type Sort: Given 4–5 scenarios (e.g.,

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Intro to CAD Unit 3 ○ These drawing will include appropriate linework and dimensions ● CAD generated 3-D Drawings ○ Which will reflect proper use of linework and dimensioning. ○ Write a concise analysis of your final sketch, focusing on how your use of scale, line types, and dimensions would allow a builder to create the part accurately.

"a client wants to visualize their kitchen remodel" / "a machinist needs to cut this part to spec"), students identify which drawing type — isometric, oblique, or perspective — best serves each purpose and explain why.

Catches whether students understand the why behind each type, not just the mechanics. ● 3D-to-Ortho Consistency Check: Students receive a CAD-generated 3D model and a set of orthographic views, one of which contains a deliberate error. Students identify the discrepancy and explain what it would cause in fabrication. Directly assesses the 2D/3D translation thinking. ● Pictorial Quick-Sketch: A timed freehand isometric sketch of a simple object. Teacher checks axis alignment and proportion before students move to formal drawings.

STAGE 3: LEARNING PLAN First Topic: Types of Pictorial Drawings (iso, oblique)

Estimated # of Days: 7

Learning Targets: ● I can produce isometric, oblique, and perspective drawings using correct conventions. ● I can choose between isometric, oblique, and perspective and explain the trade-offs based on purpose and audience. ● I can move between a 3D model and orthographic views of the same object and check that dimensions and shapes are consistent across both.

Essential Questions: ● What trade-offs do we make when we choose between isometric, oblique, and perspective drawing — and how does the purpose of the drawing drive that choice? ● How do 3D CAD models and 2D orthographic drawings describe the same object — and how do we move between them without losing accuracy?

Learning Activities: ● Unit 1: 3D Visualization & Generation ○ Lesson: 3D Pictorial Drawings ■ Teacher: Demo the "Isometric" method to show objects in 3D using $30^{\circ}$ angles.

■ Student: Practice Visualizing Depth by converting 2D orthographic views back into a single 3D shape.

■ Measure: Quick-check of isometric axis alignment (vertical lines stay vertical). ○ Activity: Isometric Sketching & Drawing

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Intro to CAD Unit 3 ■ Teacher: Model how to "box-in" an object to maintain correct proportions in a 3D space.

■ Student: Complete Isometric Exercises, moving from freehand sketches to formal drawings using 30*/60* triangles.

■ Measure: Formative check for parallel lines and accurate 3D representation.

Second Topic: 3D Modeling

Estimated # of Days: 7

Learning Targets: Essential Questions: ● I can recognize when a 3D drawing ● When does a 3D drawing communicate communicates something that flat views better than a set of flat views — and when cannot — and when flat views are more does it not? useful. ● How do 3D CAD models and 2D orthographic ● I can build and dimension a 3D model in drawings describe the same object — and how CAD and explain what CAD makes possible do we move between them without losing that hand drawing cannot. accuracy? ● What does CAD make possible in 3D representation that hand drawing cannot — and where does hand drawing still have value?

Learning Activities: ● Activity: 3D CAD Generation ○ Teacher: Demo how to use CAD software to "extrude" a 2D sketch into a solid 3D part. ○ Student: Generate a 3D Digital Model that matches the dimensions of your previous hand drawings. ○ Measure: Summative grade for model accuracy and successful translation from paper to screen.

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Woodworking WOODWORKING COURSE # 550

0.5 Credit (FVA, STEM)

Transform raw lumber into finished projects you're proud to own. We develop the precision and planning skills that separate hobbyists from craftspeople, master the safe operation of essential machinery, and learn finishing techniques that bring professional quality to your work.

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Woodworking

Woodworking : Semester Course Transform raw lumber into finished projects you're proud to own. We develop the precision and planning skills that separate hobbyists from craftspeople, master the safe operation of essential machinery, and learn finishing techniques that bring professional quality to your work.

Unit 1: Measurement, Material and Planning 4-6 Weeks

Before cutting our first board, we develop the precision mindset that makes the difference between a project that works and one that doesn't. We learn to read wood—understanding how different species behave and what they're best suited for. We become more skillful at measurement and layout techniques that translate our vision into accurate components, and we explore the joinery options that give projects both strength and beauty.

Unit 2: Tool and Machine Operations 8-12 Weeks

Unit 3: Finishing Operations 3-4 Weeks

We transition from understanding plans to actively transforming raw lumber into precise components. We develop a safety-first mindset, learning that true craftsmanship begins with deep respect for the power of stationary and portable tools. We build proficiency in the fundamental techniques of separating—cutting wood to size—and shaping—adding profiles and details—while learning to listen to the machine and feel the grain. By the end of this unit, we're not just operating tools; we're beginning our journey as skilled makers who can safely and accurately bring physical designs to life.

Our final challenge is to develop the surface preparation techniques that create the foundation for a flawless finish. We learn to select and apply the right finish for our projects, whether that's a hand-rubbed oil that showcases natural grain or a durable film finish that protects surfaces from daily wear. We also develop the safety knowledge essential for working with finishing materials, learning to handle chemicals responsibly and prevent shop hazards.

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Woodworking Unit 1 Woodworking Standards Link:TechEdStandards1214 Woodworking Standards.pdf Course Name: Woodworking Unit 1 Title: Measurement, Material, & Planning

Est. # of Lessons: 7-12

Unit Overview: Before cutting our first board, we develop the precision mindset that makes the difference between a project that works and one that doesn't. We first learn to read wood — understanding how different species behave and what they're best suited for. We become more skillful at measurement and layout techniques that translate our vision into accurate components, and we explore the joinery options that give projects both strength and beauty.

STAGE 1: DESIRED RESULTS Established Goals ● WM.03.01: Identify, use, and maintain the following measuring, layout, and marking tools: steel rule, tape measure, combination square, sliding "T" bevel, and compass. ● WM.04.08: Measure accurately to a sixteenth of an inch. ● WM.04.11: Consider the natural characteristics of grain, knots, and checks when laying out a board. ● WM.04.12: Identify and assemble the following types of joints: butt, miter, dado, rabbet, and lap. ● WM.02.02: Demonstrate and explain knowledge of workplace safety procedures. ● WM.02.03: Demonstrate and explain knowledge of personal safety practices pertaining to eye wear, footwear, clothing, and personal protective equipment (PPE) used in wood technology.

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Precision in measurement and layout is what separates projects that work from projects that don't. ● Wood is not just a building material—its properties and grain behavior determine what we can make and how we make it. ● The right joinery choice gives a project both strength and beauty. ● Safety in the shop means thinking ahead about what could go wrong, not just following a list of rules.

● How does precision in measurement and layout determine whether our projects work the way we planned? ● How do we choose the right wood and joinery for what we're building? ● What makes someone responsible for safety in the shop—not just following rules, but thinking ahead? ● What makes a joint "strong"—the glue, the wood, or the geometry?

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Woodworking Unit 1 Knowledge ● Accurate measurement and precise layout of materials and machinery. ● Material properties of wood as a construction material ● The planning process is essential for efficiently executing woodworking tasks. ● Adhering to safety protocols ● Proactive hazard recognition and mitigation Key Vocabulary: measurement, planning, material properties, joinery, layout, precision, accuracy, tolerance, specification, blueprint, grain, hardness, stability, fastener, adhesion, ergonomics, safety, risk.

Skills (Framed as Learning Targets) ● I can read a board — identifying species, grain behavior, and natural characteristics — and explain how those properties should shape what we build and how we build it. ● I can recognize potential shop hazards and explain the thinking behind a safety response — not just the rule, but the reason. ● I can identify common joint types (butt, miter, dado, rabbet, lap) and justify my selection based on the structural and aesthetic demands of the project — not just what's easiest to cut. ● I can use measuring and layout tools to accurately mark workpieces to 1/16", accounting for grain direction, knots, and checks. ● I can translate a 2D design into a complete material layout, calculating rough board size and total board feet to determine material cost. ● I can create a sequenced project plan that anticipates where material behavior or joinery choices might cause problems, and explain how I'd adjust. ● I can demonstrate workplace safety procedures and personal safety practices (PPE, clothing, footwear) in the woodworking shop. ● I can identify potential hazards in the woodworking shop and describe appropriate safety responses.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● Layout different cut lines at various measurements using a tape measure ● Identify safe practices in the shop ● Students complete a Pre-Build Package for their Unit 2 project. The package includes: a material selection memo explaining which wood species they chose and why, given the project's requirements; a scaled layout showing all components on a rough board template with grain direction, knots, and

Formative Assessment ● Series of practice problems utilizing a 1/16 scale to determine precise measurements ● Safety quiz ● Material ID Challenge: students examine unlabeled samples and make a written case for species identification and appropriate use — not multiple choice, but a short written justification. ● Joint Comparison exercise where students handle examples of each joint type and

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Woodworking Unit 1 checks accounted for; a board feet calculation with material cost; and a joinery decision log identifying which joint types they selected for each connection and why — addressing both structural and aesthetic reasoning. The package is evaluated against a rubric that rewards justification and anticipation of problems, not just accuracy of measurement.

complete a two-column prompt: "I would choose this joint when..." and "I would avoid this joint when..." ● Joint for the Pre-Package: students must construct a sample of their selected joint before the package is approved.

STAGE 3: LEARNING PLAN First Topic: Material Properties

Estimated # of Lessons: 2-4

Learning Targets: ● I can read a board — identifying species, grain behavior, and natural characteristics — and explain how those properties should shape what we build and how we build it. ● I can recognize potential shop hazards and explain the thinking behind a safety response — not just the rule, but the reason.

Essential Question: ● How does precision in measurement and layout determine whether our projects work the way we planned? ● How do we choose the right wood and joinery for what we're building? ● What makes someone responsible for safety in the shop—not just following rules, but thinking ahead?

Learning Activities: ● Students rotate through stations with unlabeled wood samples (Oak, Pine, Walnut, Poplar) and must use tactile and visual cues (pore size, weight, grain pattern) to identify them. ● Students are given pieces of wood with varying grain direction and are to determine which direction the wood is strongest and weakest.

Second Topic: Joinery

Estimated # of Lessons: 2-4

Learning Targets: Essential Questions: ● I can identify common joint types (butt, ● How does precision in measurement and miter, dado, rabbet, lap) and justify my layout determine whether our projects work selection based on the structural and the way we planned? aesthetic demands of the project — not just ● How do we choose the right wood and joinery for what we're building? what's easiest to cut. ● What makes someone responsible for safety ● I can demonstrate workplace safety in the shop—not just following rules, but procedures and personal safety practices thinking ahead?

(PPE, clothing, footwear) in the ● What makes a joint "strong"—the glue, the woodworking shop. wood, or the geometry? ● I can identify potential hazards in the woodworking shop and describe appropriate safety responses.

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Woodworking Unit 1 Learning Activities: ● Students are to construct a dado joint and butt joint on a wood project. ● Students are given different wood joints and they are to identify each joint and provide a pro and con for each.

Third Topic: Layout

Estimated # of Lessons: 3-4

Learning Targets: ● I can use measuring and layout tools to accurately mark workpieces to 1/16", accounting for grain direction, knots, and checks. ● I can translate a 2D design into a complete material layout, calculating rough board size and total board feet to determine material cost. ● I can create a sequenced project plan that anticipates where material behavior or joinery choices might cause problems, and explain how I'd adjust. ● I can demonstrate workplace safety procedures and personal safety practices (PPE, clothing, footwear) in the woodworking shop. ● I can identify potential hazards in the woodworking shop and describe appropriate safety responses.

Essential Questions: ● How does precision in measurement and layout determine whether our projects work the way we planned? ● What makes someone responsible for safety in the shop—not just following rules, but thinking ahead?

Learning Activities: ● Create detailed sketches of the project and layout out dimensional requirements of each part. ● Determine the rough board size by laying out each detailed part on a rough board template sheet. ● Calculate total board feet of a project and determine total material cost.

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Woodworking Unit 2

Course Name: Woodworking Unit 2 Title: Tool and Machine Operations

Est. # of Lessons: 9-15

Unit Overview: Next, we transition from understanding plans to actively transforming raw lumber into precise components. We develop a 'safety-first' mindset, learning that true craftsmanship begins with a deep respect for the power of stationary and portable tools. We build proficiency in the fundamental techniques of separating—cutting wood to size—and shaping—adding profiles and details—while learning to listen to the machine and feel the grain. By the end of this unit, we're not just operating tools; we're beginning our journey as skilled makers who can safely and accurately bring a physical design to life.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● WM.02.04: Describe safety practices for specific machines. ● WM.03.08: Identify the proper use and function of specialty machinery (e.g., drill presses, jointers, surface planers, table saws, etc.). ● WM.03.14: Select appropriate tools, procedures, and/or equipment. ● WM.04.13: Identify and select the proper cutting process based on grain direction. ● WM.04.15: Understanding kerf and its application to cutting and layout operations. ● WM.03.16: Demonstrate good housekeeping at a workstation within the total laboratory.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Safety is an active practice of awareness, not just a set of rules to be memorized. ● Machine precision comes from the partnership between a well-tuned tool and a skilled, attentive operator. ● Every tool has a specific purpose; choosing the right one for the job is the first step toward quality work. ● Grain direction dictates our cutting strategy and determines both safety and

● What do we need to understand about a machine before we can use it safely and effectively? ● How do we choose the right tool for the job when we have options? ● How does grain direction affect our cutting strategy and the quality of our results?

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Woodworking Unit 2 surface quality.

Knowledge ● Safety as an active practice of awareness ● Machine precision through tool calibration and operator skill ● Proper use and function of specialty machinery ● Grain direction and its impact on sawing strategy ● Kerf and its application to layout and cutting ● Professional habits in machine setup and shop maintenance Key Vocabulary: ripping, cross-cutting, kerf, grain direction, kickback, push stick, fence, miter gauge, rpm, router, spindle, collet, grit, abrasive, boring, fastening, clamping, ppe (personal protective equipment).

Skills (Framed as Learning Targets) ● I can demonstrate safe and proper setup for stationary machines (table saw, miter saw, band saw, drill press, jointer, surface planer, router), explaining the specific hazards each machine presents and why the safety practices exist. ● I can maintain professional shop habits — secure clamping, organized workstation, proper housekeeping — as a consistent practice, not just when reminded. ● I can read grain direction before cutting and select the appropriate process — rip, crosscut, or contour — to achieve clean results and prevent tear-out or kickback. ● I can perform separating operations (ripping and crosscutting) with dimensional accuracy to 1/16", applying my understanding of kerf to ensure components match the technical drawing. ● I can select the appropriate hand or power tool for a task by weighing efficiency, safety, and desired outcome — and explain the tradeoffs when multiple options exist. ● I can execute fundamental shaping operations using routers and sanders to produce specified profiles and surface finishes, adjusting my technique based on the material's response. ● I can select the appropriate hand or power tool for a task by weighing efficiency, safety, and desired outcome — and explain the tradeoffs when multiple options exist. ● I can adapt my project plans based on material behavior and joinery performance during construction.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Students will execute a series of calibrated cutting operations to fabricate individual components from a technical drawing. Following fabrication, students will perform a multi-part assembly,

● Perform Dry Assembly: Before applying any permanent fasteners or adhesive, students will perform a "Dry Assembly" of their cut

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Woodworking Unit 2 demonstrating that all joints and interfaces meet specified tolerances for form (aesthetic alignment), fit (structural integrity), and function (mechanical operation). Before submitting the finished assembly, students complete a brief Maker's Log — 3–5 entries written during fabrication — documenting at least two moments where they had to make a decision (tool selection, grain direction, an unexpected result) and explaining what they chose and why.

components using a provided Fit & Function Checklist to verify that their cuts match the project's blueprints and that all joints align correctly. Reflection: Is there anything you would cut differently if you were starting this component again? Why?"

STAGE 3: LEARNING PLAN First Topic: Safety

Estimated # of Lessons: 2-3

Learning Targets: ● I can demonstrate safe and proper setup for stationary machines (table saw, miter saw, band saw, drill press, jointer, surface planer, router), explaining the specific hazards each machine presents and why the safety practices exist. ● I can maintain professional shop habits — secure clamping, organized workstation, proper housekeeping — as a consistent practice, not just when reminded.

Essential Question: ● What do we need to understand about a machine before we can use it safely and effectively? ● How do we choose the right tool for the job when we have options?

Learning Activities: ● Machine Safety Orientation: Before any cutting begins, teacher leads a machine-by-machine walkthrough — table saw, miter saw, band saw, drill press, jointer, planer, router — stopping at each to demonstrate one specific hazard and the safety practice that addresses it. Students complete a Machine Safety Card for each tool: "The hazard is , the practice is , it exists because ." This makes safety reasoning explicit rather than implicit. ● Supervised First-Cut Protocol: Students operate each machine for the first time only after completing the card for that machine and receiving teacher sign-off. The production activity that's already described then follows naturally as confirmation of safe practice, not a substitute for it.

Second Topic: Separating Operations

Estimated # of Lessons: 2-3

Learning Targets: ● I can read grain direction before cutting and select the appropriate process — rip, crosscut, or contour — to achieve clean results and prevent tear-out or kickback. ● I can perform separating operations (ripping and crosscutting) with dimensional accuracy to 1/16", applying my understanding of kerf to ensure

Essential Questions: ● How do we choose the right tool for the job when we have options? ● How does grain direction affect our cutting strategy and the quality of our results?

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Woodworking Unit 2 components match the technical drawing. ● I can select the appropriate hand or power tool for a task by weighing efficiency, safety, and desired outcome — and explain the tradeoffs when multiple options exist. ● I can adapt my project plans based on material behavior and joinery performance during construction.

Learning Activities: ● Students will process raw lumber into project components by performing accurate linear and contour cuts on both assigned and elective projects.

Third Topic: Shaping Operations

Estimated # of Lessons: 2-3

Learning Targets: ● I can execute fundamental shaping operations using routers and sanders to produce specified profiles and surface finishes, adjusting my technique based on the material's response. ● I can select the appropriate hand or power tool for a task by weighing efficiency, safety, and desired outcome — and explain the tradeoffs when multiple options exist.

Essential Questions: ● What do we need to understand about a machine before we can use it safely and effectively? ● How does grain direction affect our cutting strategy and the quality of our results?

Learning Activities: ● Students will execute shaping operations using a variety of stationary and hand-held tools to achieve specific geometric profiles. ● Students complete a Dry Assembly and Fit & Function Checklist-students perform a full dry assembly of all project components. Students must "audit" their own work against the original technical drawings. `

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Woodworking Unit 3

Course Name: Woodworking Unit 3 Title: Finishing Operations

Est. # of Lessons: 4-9

Unit Overview: Our final challenge is to develop the surface preparation techniques that create the foundation for a flawless finish. We learn to select and apply the right finish for our projects, whether that's a hand-rubbed oil that showcases natural grain or a durable film finish that protects surfaces from daily wear. We also develop the safety knowledge essential for working with finishing materials, learning to handle chemicals responsibly and prevent shop hazards.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● WM.02.08: Explain safe proper use, disposal, and storage of chemicals following OSHA standards. ● WM.02.06: Obtain, read and follow SDS (Safety Data Sheets) information. ● WM.04.22: Identify and apply various wood finishes for interior and exterior, with brush or wipe on, for the following: paint, stain, and clear coat. ● WM.04.23: Describe the abrasive grit numbering grading system. ● WM.04.24: Differentiate among various abrasive materials. ● WM.03.18: Explain fire prevention and safety precautions and practices for extinguishing fires (specifically related to finishing materials).

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Surface preparation is the foundation of any successful finish—shortcuts here show up in the final product. ● Different finishes serve different purposes; the right choice balances what looks good with what protects the project for its intended use. ● Finishing materials present unique safety hazards that demand specialized knowledge and careful procedures.

● What does "ready for finish" actually look and feel like? ● How do we choose a finish that both looks right and protects our project for how it will be used? ● What risks do we need to manage when working with finishing materials, and how do we balance safety with quality results? ● Why does a finish often reveal mistakes rather than hide them?

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Woodworking Unit 3 Knowledge ● Surface preparation for finish application ● Characteristics of penetrating versus filmbuilding finishes ● OSHA rules for handling finishing materials ● Drying and curing times based on environmental factors ● Fire prevention and safety practices for finishing materials Key Vocabulary: abrasive, grit, sanding schedule, hand scraper, tear-out, penetrating oil, filmbuilding finish, curing, drying, solvent, flash point, sds (safety data sheets), tack cloth, dust nibs, polyurethane, lacquer, grain raising, spontaneous combustion (of oily rags).

Skills (Framed as Learning Targets) ● I can execute a systematic sanding schedule — selecting grits, reading the surface under raking light, and correcting defects — to bring wood to a state that's genuinely ready for finish. ● I can distinguish between penetrating and film-building finishes and select the right type based on the wood species, the project's environment of use, and the desired outcome. ● I can apply a finish using proper technique (brush or wipe-on) to produce a level coat without runs, sags, or surface defects — and evaluate and correct the result when it falls short. ● I can obtain, read, and apply SDS information for finishing chemicals, following OSHA standards for safe use, storage, and disposal — including the specific risks of spontaneous combustion with oily rags. ● I can explain fire prevention and safety precautions specific to finishing materials and demonstrate the judgment to recognize when a situation requires stopping work and responding to a hazard.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Students execute a complete finishing sequence on their final project — surface preparation, finish selection and application, and chemical safety management — and submit a Finish Decision Record alongside the completed piece. The record documents: which finish they selected and why (species, use environment, desired outcome), the sanding schedule they followed, any surface defects they encountered and how they corrected them, and how they handled chemical disposal.

The piece and the record are evaluated together — the record matters because a flawless surface with no evidence of decision-making tells us less than a slightly imperfect surface with thoughtful documentation of what happened and why.

● Through a combination of surface audits using raking light, test-strip applications on scrap wood, and safety simulations, students identify and correct errors in sanding and chemical handling. ● Surface Readiness Self-Check students declare in writing that their surface is ready and explain what evidence they're using to make that call before finishing application.

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Woodworking Unit 3 STAGE 3: LEARNING PLAN First Topic: Surface Preparation

Estimated # of Lessons: 1-3

Learning Targets: ● I can execute a systematic sanding schedule — selecting grits, reading the surface under raking light, and correcting defects — to bring wood to a state that's genuinely ready for finish.

Essential Question: ● What does "ready for finish" actually look and feel like?

Learning Activities: ● Students will perform a progressive sanding sequence, utilizing a range of abrasive grits to achieve a smooth, blemish-free surface ready for finishing.

Second Topic: Finishes, Chemical Safety, and Finishing Hazards

Estimated # of Lessons: 3-6

Learning Targets: ● I can distinguish between penetrating and film-building finishes and select the right type based on the wood species, the project's environment of use, and the desired outcome. ● I can apply a finish using proper technique (brush or wipe-on) to produce a level coat without runs, sags, or surface defects — and evaluate and correct the result when it falls short. ● I can obtain, read, and apply SDS information for finishing chemicals, following OSHA standards for safe use, storage, and disposal — including the specific risks of spontaneous combustion with oily rags. ● I can explain fire prevention and safety precautions specific to finishing materials and demonstrate the judgment to recognize when a situation requires stopping work and responding to a hazard.

Essential Question: ● How do we choose a finish that both looks right and protects our project for how it will be used? ● What risks do we need to manage when working with finishing materials, and how do we balance safety with quality results? ● Why does a finish often reveal mistakes rather than hide them?

Learning Activities: ● Finish Comparison Demo: Teacher demonstrates a penetrating oil and a film-building finish applied side-by-side on the same species — showing open time, application technique, and what each looks like after curing. Students complete a two-column comparison: "I would choose penetrating when... / I would choose film-building when..." This makes the selection criteria concrete before students have to apply them. ● Test Strip Practice: Students apply their selected finish to a scrap piece of the same species before

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Woodworking Unit 3 touching their project. Teacher conducts a quick surface check -looking for runs, sags, missed spots - and signs off before the student moves to the final piece. This mirrors professional practice and catches technique problems when they're still recoverable.

• Students will select and execute appropriate finishing techniques to enhance the aesthetic appeal and durability of their woodworking projects.

• Students complete a SDS hazard search for "right to know" information for their selected finish.

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Metal Fabrication METAL FABRICATION COURSE # WTN203

0.5 Credit (FVA, STEM)

This course builds practical expertise in the core processes used across advanced manufacturing and transportation. We work through hands-on projects that develop proficiency in precision measurement and layout, hand and power tool operation, metal cutting, and drilling operations. By the end of the course, we have the foundational skills needed to tackle more complex manufacturing techniques and real-world production challenges.

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Metal Fabrication

Metal Fabrication : Semester Course This course builds practical expertise in the core processes used across advanced manufacturing and transportation. We work through hands-on projects that develop proficiency in precision measurement and layout, hand and power tool operation, metal cutting, and drilling operations. By the end of the course, we have the foundational skills needed to tackle more complex manufacturing techniques and realworld production challenges.

Unit 1: Measurement and Safety 3-4 Weeks

Unit 2: Planning & Laying Out 4-5 Weeks

Before we can start doing hazardous tasks in any shop, we first need to review non-negotiable professional safety standards that protect everyone from accidents.

As we get started on building objects, quality starts with precise and accurate measurement.

We take the time to be incredibly accurate to avoid waste and errors.

Next, we plan how to lay out a project. Think of it like drawing a perfect plan on your material before you even cut it.

We use special tools to mark exactly where everything needs to go based on the blueprint of the object.

Unit 3: Hand Tools 4-5 Weeks

Unit 4: Cutting Machines 4-5 Weeks

Once the plan is in place, we learn how to use hand tools to cut and shape the material. Learning the appropriate application of hand tool techniques helps make the finished pieces smooth (without any rough edges) and perfect (to specification or tolerance).

Then, we move on to cutting machines which are carefully designed to achieve durability and efficiency. We learn how to safely use different kinds of band saws and other cutting tools to get a rough cut to prepare the part for future process.

Unit 5: Drill Press & Holemaking Operations 4-5 Weeks

Let’s connect it all by getting holes exactly where we need them, precisely sized. We learn safe setup, proper operation, and how to select the perfect drill bit for any material. We then cover key finishing techniques like countersinking and tapping. By the end, we drill, clean, and finish holes with precision.

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Metal Fabrication Unit 1

Course Name: Metal Fabrication Unit 1 Title: Measurement and Safety

Est. # of Weeks: 3-4

Unit Overview: Before we can start doing hazardous tasks in any shop, we first need to review nonnegotiable professional safety standards that protect everyone from accidents. As we get started on building objects, quality starts with precise and accurate measurement. We take the time to be incredibly accurate to avoid waste and errors.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● MAN.01.01: Describe the process of interpreting and preparing technical drawings and rough drawings and sketches ● MAN.01.02: Demonstrate the process for interpreting technical drawings to extrapolate information from a set of plans using appropriate mathematical functions ● MAN.03.02: Demonstrate the safe and accurate secondary process to create a finished product; forming; separating; combining; assembly; finishing

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners)

Understandings

Essential Questions

● Safety is the foundation of professional craftsmanship. Knowing and following safety procedures is how professionals protect themselves and their teammates from accidents. ● Accurate measurement is the starting point for quality work. Taking time to measure accurately ensures our final part meets specifications and actually works. ● The right tool unlocks the required precision. Selecting and using the right tool determines whether our part meets quality standards.

● How does measurement connect planning to execution? ● How do professionals decide what level of precision a job requires? ● How does precision (or lack of it) affect everyone downstream in the manufacturing process?

Knowledge

Skills (Framed as Learning Targets)

● Looking at a print to determine what

● I can identify and follow all safety procedures

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Metal Fabrication Unit 1 tolerance is and what tools are required ● How to calculate missing dimensions in a print ● Stock material based on design package ● How to verify print based on design package Key Vocabulary: workpiece, material, semiprecision tools, precision tools, dimension tolerance, datum/reference point, square, caliper, height gauge, deburr/deburring

● ●

● ● ●

required for working in the metal fabrication shop.

I can read and interpret blueprints, including line types, dimensions, and tolerance symbols.

I can identify semi-precision tools (rules, squares, scribers) and precision tools (calipers, height gauges, micrometers) and select the right tool for the job.

I can accurately measure and mark a workpiece using appropriate layout tools and techniques.

I can verify that my measurements and layout markings meet the specifications on the print.

I can explain why precision in measurement prevents waste and ensures quality parts.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Precision Challenge: Students are given a multifeature print (e.g., a simple bracket, a component with multiple holes and cutouts, a specific geometric shape) and a raw workpiece. Their task is to accurately apply layout dye and then precisely lay out all the required lines, points, and features on the workpiece using a combination of semi-precision and precision tools. The assessment would focus solely on the accuracy and completeness of the layout, not on actual cutting or fabrication.

Stations: Set up several stations around the room, each with a different layout tool (e.g., steel rule, combination square, scriber, calipers, height gauge, center punch, layout dye). At each station, students must: ● Identify the tool by name. ● Briefly write down or verbally explain its primary purpose.

STAGE 3: LEARNING PLAN First Topic: Reading a Print

Estimated # of Lessons: 2-3

Learning Targets: ● I can identify and follow all safety procedures required for working in the metal fabrication shop. ● I can read and interpret blueprints, including line types, dimensions, and tolerance symbols. ● I can verify that my measurements and layout markings meet the specifications on the print.

Essential Question: ● How do professionals decide what level of precision a job requires? ● How does precision (or lack of it) affect everyone downstream in the manufacturing process?

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Metal Fabrication Unit 1 Learning Activities: Shop Safety Foundations ● Review and demonstrate all safety procedures required for the metal fabrication shop ● Practice proper PPE usage and emergency procedures ● Complete safety assessment and sign safety agreement Blueprint Reading Basics ● Identify different line types on blueprints (object lines, hidden lines, centerlines, dimension lines) ● Read and interpret dimensions and tolerance symbols ● Calculate missing dimensions on practice prints ● Analyze baseline vs. chain dimensioning and discuss pros and cons Measurement Tool Introduction ● Identify semi-precision tools (rules, squares, scribers, center punches) and their applications ● Identify precision tools (calipers, height gauges, micrometers) and their applications ● Practice tool selection based on required accuracy and job specifications ● Station rotation: hands-on practice with each tool type Teacher Role Throughout: The teacher observes student work and provides 1:1 demonstration and coaching based on student performance. The teacher can modify tool complexity or print difficulty to guide student independence and success.

Second Topic: Transferring Geometry to Part

Estimated # of Lessons: 2-3

Learning Targets: ● I can read and interpret blueprints, including line types, dimensions, and tolerance symbols. ● I can identify semi-precision tools (rules, squares, scribers) and precision tools (calipers, height gauges, micrometers) and select the right tool for the job. ● I can accurately measure and mark a workpiece using appropriate layout tools and techniques. ● I can verify that my measurements and layout markings meet the specifications on the print.

Essential Questions: ● How does measurement connect planning to execution? ● How does precision (or lack of it) affect everyone downstream in the manufacturing process?

Learning Activities: Layout Practice ● Apply layout dye to practice workpieces ● Transfer simple dimensions from blueprints onto workpieces using semi-precision tools ● Progress to precision marking of critical dimensions with tight tolerances ● Practice using datum (reference points) for accurate feature placement Teacher Role Throughout: The teacher observes student work and provides 1:1 demonstration and

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Metal Fabrication Unit 1 coaching based on student performance. The teacher can modify tool complexity or print difficulty to guide student independence and success.

Third Topic: Inspection

Estimated # of Lessons: 2

Learning Targets: ● I can read and interpret blueprints, including line types, dimensions, and tolerance symbols. ● I can verify that my measurements and layout markings meet the specifications on the print.

Essential Questions: ● How does measurement connect planning to execution? ● How do professionals decide what level of precision a job requires? ● How does precision (or lack of it) affect everyone downstream in the manufacturing process?

Learning Activities: Verification & Inspection ● Verify practice layouts against print specifications using appropriate measuring tools ● Identify and correct measurement errors ● Discuss how precision prevents waste and ensures quality Precision Challenge ● Analyze a multi-feature print (bracket, component with holes/cutouts, geometric shape) ● Apply layout dye and precisely lay out all required lines, points, and features ● Use combination of semi-precision and precision tools ● Verify accuracy and completeness of layout against specifications Teacher Role Throughout: The teacher observes student work and provides 1:1 demonstration and coaching based on student performance. The teacher can modify tool complexity or print difficulty to guide student independence and success.

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Metal Fabrication Unit 2

Course Name: Metal Fabrication Unit 2 Title: Planning and Laying Out

Est. # of Weeks: 4-5

Unit Overview: Next, we plan how to lay out a project. Think of it like drawing a perfect plan on your material before you even cut it. We use special tools to mark exactly where everything needs to go based on the blueprint of the object.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● MAN.01.01: Describe the process of interpreting and preparing technical drawings and rough drawings and sketches ● MAN.01.02: Demonstrate the process for interpreting technical drawings to extrapolate information from a set of plans using appropriate mathematical functions ● MAN.03.02: Demonstrate the safe and accurate secondary process to create a finished product; forming; separating; combining; assembly; finishing

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners)

Understandings

Essential Questions

● Layout is translation, not just copying.

We're interpreting 2D drawings and translating them into accurate 3D markings on actual material. ● Precision in layout prevents compounding errors. Accurate layout the first time prevents waste, rework, and parts that don't fit. ● Reference points establish relationships between features. When reference points shift or change, measurements become inconsistent and parts won't assemble. ● The right tool matches the required precision. Tool selection balances efficiency with accuracy.

Knowledge ● Importance of planning based on the

● How do we get what's on the blueprint onto the actual workpiece? ● What happens downstream when layout is inaccurate? ● Where should we measure from, and why does it matter? ● How do we know when our layout is accurate enough to proceed?

Skills (Framed as Learning Targets) ● I can properly apply layout dye to a

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Metal Fabrication Unit 2 features on the print ● How to prepare stock materials based on design package Key Vocabulary: workpiece, work package, layout, layout dye, semi-precision tools, precision tools, scribe/scriber, center punch, blueprint, dimension tolerance, datum/reference point, square, caliper, height gauge,

workpiece to make my markings visible. ● I can use semi-precision tools (rules, squares, scribers) to accurately transfer dimensions from a blueprint onto a workpiece. ● I can use precision tools (calipers, height gauges) to precisely mark critical dimensions that have tight tolerances. ● I can construct accurate layout patterns (lines, circles, arcs, hole locations) on a workpiece following blueprint specifications. ● I can use multiple datum (reference points) to ensure all features are positioned correctly relative to each other. ● I can verify that my layout markings meet the specifications on the print using appropriate measuring tools.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Production Challenge: Students are given a more challenging multi-feature print that requires multiple datums to reference geometric shapes and access to raw material to select and prepare for layout. Their task will be to prepare stock according to the print and lay out all the required features on the workpiece using a combination of semi-precision and precision tools. The assessment focuses on piece preparation and on the accuracy and precision of the layout, and preparation for processing.

● 1:1 Coaching: Based on student observation, pose questions and demonstrate refinements on piece preparation

STAGE 3: LEARNING PLAN First Topic: Planning Phase

Estimated # of Lessons: 2-3

Learning Targets: ● I can properly apply layout dye to a workpiece to make my markings visible. ● I can use semi-precision tools (rules, squares, scribers) to accurately transfer dimensions from a blueprint onto a workpiece. ● I can use precision tools (calipers, height gauges) to precisely mark critical dimensions that have tight tolerances. ● I can construct accurate layout patterns

Essential Questions: ● How do we get what's on the blueprint onto the actual workpiece? ● What happens downstream when layout is inaccurate? ● Where should we measure from, and why does it matter? ● How do we know when our layout is accurate enough to proceed?

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Metal Fabrication Unit 2 (lines, circles, arcs, hole locations) on a workpiece following blueprint specifications. ● I can use multiple datum (reference points) to ensure all features are positioned correctly relative to each other. ● I can verify that my layout markings meet the specifications on the print using appropriate measuring tools.

Learning Activities: Work Package Analysis ● Analyze design packages to identify required materials and features ● Identify multiple datum (reference points) needed for the project ● Plan the sequence of layout operations Stock Preparation ● Select appropriate raw material based on design package specifications ● Prepare stock for layout (cutting to rough size, cleaning surfaces) ● Apply layout dye to prepared workpieces Basic Layout Patterns ● Practice transferring simple dimensions using semi-precision tools (rules, squares, scribers) ● Construct basic layout patterns: straight lines, simple hole locations ● Verify layout markings meet specifications Precision Layout with Multiple Datums ● Use precision tools (calipers, height gauges) for tight tolerance features ● Practice establishing and working from multiple datum points ● Construct complex layout patterns: circles, arcs, multiple hole patterns ● Ensure all features are positioned correctly relative to each other Layout Verification ● Verify complex layouts using appropriate measuring tools ● Identify and correct layout errors before proceeding ● Discuss how layout accuracy affects downstream processes Production Challenge ● Analyze a challenging multi-feature print requiring multiple datums ● Select and prepare raw material according to specifications ● Lay out all required features using combination of semi-precision and precision tools ● Verify layout accuracy and precision before assessment ● Prepare workpiece for processing Teacher Role Throughout: The teacher observes student work and provides 1:1 demonstration and coaching based on student performance. The teacher can modify the complexity of the design package or the number of datums required to guide student independence and success.

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Metal Fabrication Unit 3

Course Name: Metal Fabrication Unit 3 Title: Hand Tools

Est. # of Weeks: 4-5

Unit Overview: Once the plan is in place, we learn how to use hand tools to cut and shape the material.

Learning the appropriate application of hand tool techniques helps make the finished pieces smooth (without any rough edges) and perfect (to specification or tolerance).

STAGE 1: DESIRED RESULTS Established Goals ● MAN.03.02: Demonstrate the safe and accurate secondary process to create a finished product; forming; separating; combining; assembly; finishing ● MAN.03.03: Apply a variety of manufacturing techniques and processes to create a usable product

Understandings ● Tool selection depends on material and job requirements. The wrong tool damages material or produces poor results. ● Technique determines quality. A flat surface, a straight cut, or a smooth finish isn't automatic—it comes from proper setup, correct hand position, and consistent technique. ● Finishing prepares parts for what comes next. — it is part of the fabrication process, not an afterthought. ● Proper workholding protects the part and the worker.

Knowledge ● How to choose a tool based on material and work package specification. ● Difference between removing material and

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) Essential Questions ● How does the choice of hand tool affect the quality of the finished part? ● When is hand tool work more effective than machine work? ● How do we achieve the required finish and tolerance with manual tools?

Skills (Framed as Learning Targets) ● I can use a file to produce a flat, square surface and a uniform surface finish within a specified tolerance.

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Metal Fabrication Unit 3 ruining material Key Vocabulary: file, draw filing, teeth per inch (TPI), saw blade, hack saw, deburring, surface finish, flat, square, layout line, vise, deform, marring, cold chisel, shear, workpiece

● I can select the correct TPI (Teeth Per Inch) saw blade for any material thickness. ● I can execute a straight cut with a hacksaw that follows a layout line. ● I can remove all sharp edges and burrs to ensure the part is safe to handle and fits correctly. ● I can secure a workpiece in a vise without deforming or marring the metal. ● I can use a cold chisel to shear metal or remove material following layout lines.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Production Challenge: Students are given a more challenging multi-feature print that requires multiple datums to reference geometric shapes and access to raw material to select and prepare for layout. Their task will be to prepare stock according to the print and lay out all the required features on the workpiece using a combination of semi-precision and precision tools. The assessment focuses on work piece preparation and on the accuracy and precision of the layout, and the application of hand tool processes to produce the required features of the part according to the work package.

● 1:1 Coaching: Based on student observation, pose questions and demonstrate refinements on

STAGE 3: LEARNING PLAN First Topic: Hand Tools

Estimated # of Lessons: 3-6

Learning Targets: ● I can use a file to produce a flat, square surface and a uniform surface finish within a specified tolerance. ● I can select the correct TPI (Teeth Per Inch) saw blade for any material thickness. ● I can execute a straight cut with a hacksaw that follows a layout line. ● I can remove all sharp edges and burrs to ensure the part is safe to handle and fits correctly. ● I can secure a workpiece in a vise without deforming or marring the metal. ● I can use a cold chisel to shear metal or

Essential Question: ● How does the choice of hand tool affect the quality of the finished part? ● When is hand tool work more effective than machine work? ● How do we achieve the required finish and tolerance with manual tools?

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Metal Fabrication Unit 3 remove material following layout lines.

Learning Activities: Tool Selection & Safety ● Identify hand tools (files, hacksaws, cold chisels, deburring tools) and their applications ● Select appropriate TPI saw blades for different material thicknesses ● Demonstrate proper workholding techniques in a vise without deforming material ● Practice safe hand tool operations Filing Practice ● Practice proper filing technique: stance, hand position, stroke ● Produce flat surfaces on practice pieces ● Work toward producing square surfaces within specified tolerances ● Practice draw filing for uniform surface finish Sawing Practice ● Select correct TPI hacksaw blade for material thickness ● Practice executing straight cuts following layout lines ● Focus on consistent technique and blade control ● Evaluate cut quality and accuracy Finishing Techniques ● Practice deburring and removing sharp edges from practice pieces ● Use cold chisels to shear metal or remove material following layout lines ● Ensure parts are safe to handle and meet fit requirements Integrated Hand Tool Application ● Work on practice pieces that require multiple hand tool operations ● Apply proper sequence: secure workpiece, cut to layout, file to tolerance, deburr ● Verify finished pieces meet specifications Production Challenge ● Analyze design package for needed materials and hand tool processes ● Prepare stock and lay out all required features using prior measurement skills ● Select and apply appropriate hand tool methods to produce required shapes and features ● Work to specifications noted in the design package ● Deburr and finish part for inspection ● Verify final part meets print specifications Teacher Role Throughout: The teacher observes student work and provides 1:1 demonstration and coaching based on student performance. The teacher can modify the complexity of the work package or the tolerance requirements to guide student independence and success.

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Metal Fabrication Unit 4

Course Name: Metal Fabrication Unit 4 Title: Cutting Machines

Est. # of Weeks: 4-5

Unit Overview: Then, we move on to cutting machines which are carefully designed to achieve durability and efficiency. We learn how to safely use different kinds of band saws and other cutting tools to get a rough cut to prepare the part for future process.

STAGE 1: DESIRED RESULTS Established Goals ● MAN.03.02: Demonstrate the safe and accurate secondary process to create a finished product; forming; separating; combining; assembly; finishing ● MAN.03.03: Apply a variety of manufacturing techniques and processes to create a usable product

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners)

Understandings

Essential Questions

● Cutting machines are powerful and precise, but only when properly configured. ● Blade selection determines cut quality and efficiency. Matching TPI (teeth per inch) and blade type to material thickness and hardness produces clean cuts and extends blade life. ● Controlling feed rate prevents problems.

Proper feed rate balances speed with control to achieve quality results.

● How does machine setup impact both safety and cut quality? ● What's the relationship between blade selection and the material we're cutting? ● How do we balance speed and precision when cutting?

Knowledge

Skills (Framed as Learning Targets)

● Limitations of cutting machine and how to plan for execution ● When machine cutting make sense versus hand tool work ● Maintenance extends tool life and ensures safety

● I can set up band saws and cutting machines for safe operation by adjusting machine guarding, blade guides, and supports. ● I can safely load and secure workpieces using the machine vise and outfeed supports. ● I can select the appropriate blade (TPI and

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Metal Fabrication Unit 4 ● How to adjust machine guarding, applying coolant to maintain tool life and clearing metal chips safely using a brush or vacuum Key Vocabulary: Speeds and feeds, blade guides, Teeth per inch (TPI),coolant, chip, chip load, jig and fixture

type) based on material thickness and type. ● I can control cutting speed and feed rate to produce quality cuts without damaging the blade or material. ● I can adjust blade guides to the width of the material to prevent blade drift and ensure accurate cuts. ● I can perform straight, guided cuts using a miter gauge or rip fence on a vertical bandsaw. ● I can manipulate a workpiece by hand (or with a Fixture) to follow layout lines for contours and radii. ● I can apply coolant to maintain tool life and clear metal chips safely using a brush or vacuum. ● I can identify signs of a dull or damaged blade and explain why blade condition matters.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Production Challenge: Students receive a geometrically complex print and work package that requires multiple datums to create the part according to specifications. Students select and prepare raw material for layout, then apply prior course skills in measurement, layout planning, and hand tool techniques.

● 1:1 Coaching: Based on student observation, pose questions and demonstrate refinements based on how they are planning their actions on a cutting machine

The assessment focuses on using powered saws to cut the workpiece according to the work package, evaluating the accuracy and precision of layout as well as the application of machine cutting processes to produce the required geometry and features. Students finish by using hand tools to prepare the part for final inspection.

STAGE 3: LEARNING PLAN First Topic: Cutting a Part

Estimated # of Lessons: 3-6

Learning Targets: ● I can set up band saws and cutting machines for safe operation by adjusting machine guarding, blade guides, and

Essential Question: ● How does machine setup impact both safety and cut quality? ● What's the relationship between blade

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Metal Fabrication Unit 4 supports. ● I can safely load and secure workpieces using the machine vise and outfeed supports. ● I can select the appropriate blade (TPI and type) based on material thickness and type. ● I can control cutting speed and feed rate to produce quality cuts without damaging the blade or material. ● I can adjust blade guides to the width of the material to prevent blade drift and ensure accurate cuts. ● I can perform straight, guided cuts using a miter gauge or rip fence on a vertical bandsaw. ● I can manipulate a workpiece by hand (or with a jig) to follow layout lines for contours and radii. ● I can apply coolant to maintain tool life and clear metal chips safely using a brush or vacuum. ● I can identify signs of a dull or damaged blade and explain why blade condition matters.

●

selection and the material we're cutting?

How do we balance speed and precision when cutting?

Learning Activities: Machine Safety & Setup ● Demonstrate and practice proper machine setup procedures: adjusting guards, blade guides, and work supports ● Identify and practice clearing chips safely using brushes and vacuum ● Practice loading and securing workpieces in the machine vise with proper support Blade Selection & Preparation ● Analyze different materials and thicknesses to determine appropriate TPI and blade type ● Practice installing blades and adjusting blade guides to material width ● Identify signs of dull or damaged blades through examination of blade samples and cut quality Guided Cutting Practice ● Practice straight cuts using miter gauge or rip fence on scrap material ● Focus on controlling feed rate to produce quality cuts ● Apply coolant during cutting and maintain clean work area Contour & Layout Following ● Practice manipulating workpieces by hand to follow layout lines for simple curves and radii ● Progress to more complex contours using jigs when appropriate ● Evaluate cut quality against layout markings

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Metal Fabrication Unit 4 Production Challenge ● Analyze design package for needed materials and blade selection ● Prepare stock for layout using prior measurement and layout skills ● Lay out all required features on the workpiece using appropriate precision and semi-precision tools ● Execute machine cutting operations according to work package specifications ● Apply hand tool methods to deburr and finish the part for inspection ● Verify final part meets specifications on the print Teacher Role Throughout: The teacher observes student work and provides 1:1 demonstration and coaching based on student performance. The teacher can modify the complexity of the work package or the tolerance requirements to guide student independence and success.

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Metal Fabrication Unit 5

Course Name: Metal Fabrication Unit 5 Title: Drill Press & Hole making Operations

Est. # of Weeks: 4-5

Unit Overview: Let’s connect it all by getting holes exactly where we need them, precisely sized. We learn safe setup, proper operation, and how to select the perfect drill bit for any material. We then cover key finishing techniques like countersinking and tapping. By the end, we drill, clean, and finish holes with precision.

STAGE 1: DESIRED RESULTS Established Goals ● MAN.02.03: Select materials based on properties required by the project (selecting appropriate drill bits and techniques for different materials) ● MAN.03.02: Demonstrate the safe and accurate secondary process to create a finished product; forming; separating; combining; assembly; finishing ● MAN.03.03: Apply a variety of manufacturing techniques and processes to create a usable product

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings

Essential Questions

● Precision in hole-making determines whether parts fit together. ● Material properties dictate drilling technique. What works for one material can ruin another. ● Proper setup prevents accidents and protects the part.

● How do material properties determine our drilling approach? ● What's the relationship between drilling speed, material type, and drill bit selection? ● How do finishing operations like countersinking and tapping affect whether parts assemble correctly?

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Metal Fabrication Unit 5 ● Finishing techniques prepare holes for their purpose.

Knowledge ● Why hole location and size matter in metal fabrication ● How to use a tap guide or the drill press spindle to ensure a hand tap is started perfectly square to the workpiece. ● “Break the chip" method without snapping the tool. ● How to remove a broken tap from a hole ● How to select the correct cutting oil based on the workpiece material ● How to calculate speed and feed various drill bits in different materials. ● Securing material correctly, setting proper speeds, and using guards Key Vocabulary: SFM, RPM, feed rate, work holding, center drill, peck drilling, pilot hole, reamer, countersink, counterbore, blind hole, tap drill size, clearance hole, burr, chip

Skills (Framed as Learning Targets) ● I can set up the drill press for safe operation including proper work-holding, guards, and speed settings and feed rates. ● I can secure a workpiece using appropriate work-holding (vise or clamps) to prevent part rotation during drilling. ● I can select the appropriate drill bit type and size based on material and hole specifications. ● I can calculate and set the correct RPM based on material type and drill bit diameter. ● I can use a center drill to establish a precise starting location for holes. ● I can execute "peck drilling" to safely clear chips and manage heat during deep-drilling operations. ● I can drill holes at precise locations following layout markings. ● I can produce precision-diameter holes using a reamer to meet tight tolerances. ● I can verify hole size and location to meet print specifications. ● I can perform countersinking and counterboring to allow fasteners to sit flush or sub-flush. ● I can determine the correct tap drill size using a "Tap & Drill Chart" for specific threads. ● I can hand-tap internal threads using proper technique and cutting oil. ● I can remove burrs and ensure holes are clean and finished to specification.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Drill Press Challenge: Given a part print, hand precision, and cutting tools, as well as access to a drill press and its accessories, produce a part matching the process plan and the blueprint specifications. Each hole must have at least two secondary operations. The secondary operations will consist of reaming, spot facing, countersinking, counterboring, and counterdrilling. At least one

1:1 Coaching: Based on student observation, pose questions and demonstrate refinements on

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Metal Fabrication Unit 5 hole must be a blind hole and one a through hole.

At least one hole may be power tapped. This is in alignment with the National Institute for Metalworking Skill (NIMS) Drill Press I certification.

STAGE 3: LEARNING PLAN First Topic: Drill Press

Estimated # of Lessons: 5

Learning Targets: ● I can set up the drill press for safe operation including proper work-holding, guards, and speed settings and feed rates. ● I can secure a workpiece using appropriate work-holding (vise or clamps) to prevent part rotation during drilling. ● I can select the appropriate drill bit type and size based on material and hole specifications. ● I can calculate and set the correct RPM based on material type and drill bit diameter. ● I can use a center drill to establish a precise starting location for holes. ● I can execute "peck drilling" to safely clear chips and manage heat during deep-drilling operations. ● I can drill holes at precise locations following layout markings. ● I can produce precision-diameter holes using a reamer to meet tight tolerances. ● I can verify hole size and location to meet print specifications.

Essential Questions: ● How do material properties determine our drilling approach? ● What's the relationship between drilling speed, material type, and drill bit or tap selection? ● How do finishing operations like countersinking and tapping affect whether parts assemble correctly?

Learning Activities: Drill Press Safety & Setup ● Demonstrate and practice proper drill press setup procedures: adjusting guards, work supports, and table height ● Practice securing workpieces using vises and clamps to prevent rotation ● Review emergency stop procedures and chip clearing safety ● Identify different drill bit types and their applications Drill Bit Selection & Speed Calculation ● Analyze material samples to determine appropriate drill bit types ● Practice calculating and setting correct RPM for different material types and bit diameters ● Learn to select appropriate cutting oils for different materials

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Metal Fabrication Unit 5 ● Practice basic drilling operations on scrap material with teacher supervision Center Drilling & Precision Location ● Learn the purpose and technique of center drilling for accurate hole starting ● Practice locating center drill precisely on layout markings ● Drill pilot holes following center drill locations on practice pieces ● Verify hole locations against layout specifications Advanced Drilling Techniques ● Learn and practice "peck drilling" technique for deep holes ● Understand chip clearing and heat management during drilling ● Practice controlling feed pressure for different materials ● Drill holes of varying depths while maintaining quality Reaming for Precision ● Learn when and why reaming is necessary for tight tolerances ● Practice proper reaming technique and speed settings ● Produce precision-diameter holes that meet tight tolerance specifications ● Verify finished hole sizes using appropriate measuring tools Teacher Role Throughout: The teacher observes student work and provides 1:1 demonstration and coaching based on student performance. The teacher can modify the complexity of the work package or adjust tolerance requirements to guide student independence and success.

Second Topic: Machine Threads

Estimated # of Lessons: 4

Learning Targets: ● I can perform countersinking and counterboring to allow fasteners to sit flush or sub-flush. ● I can determine the correct tap drill size using a "Tap & Drill Chart" for specific threads. ● I can hand-tap internal threads using proper technique and cutting oil. ● I can remove burrs and ensure holes are clean and finished to specification.

Essential Questions: ● How do material properties determine our drilling approach? ● What's the relationship between drilling speed, material type, and drill bit or tap selection? ● How do finishing operations like countersinking and tapping affect whether parts assemble correctly?

Learning Activities: Countersinking & Counterboring ● Learn the difference between countersinking and counterboring and when to use each ● Practice countersinking holes to proper depth for flush fasteners ● Practice counterboring for sub-flush fastener applications ● Verify proper depth and diameter of finished operations Hand Tapping Internal Threads

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Metal Fabrication Unit 5 ● ● ● ● ● ●

Learn to use tap drill charts to determine correct tap drill size Practice drilling tap holes to proper depth (blind vs. through holes) Learn proper hand tapping technique with tap guide or drill press spindle for square starting Practice applying appropriate cutting oil and proper tapping sequence Learn to recognize and avoid tap breakage Practice verifying thread quality

Integrated Hole-Making Practice ● Work on practice pieces requiring multiple hole-making operations ● Apply proper sequence: layout verification, center drill, drill, ream/tap/countersink as needed, deburr ● Practice quality control by verifying each operation before proceeding ● Discuss how hole-making quality affects assembly and function Production Challenge ● Analyze design package identifying all hole specifications and finishing requirements ● Prepare stock and verify layout using prior measurement skills ● Select appropriate drill bits, speeds, and techniques for each hole ● Execute all drilling operations: center drilling, drilling, reaming as specified ● Apply finishing operations: countersinking, counterboring, tapping as required ● Deburr all holes and verify final part meets print specifications ● Demonstrate proper work holding, safety procedures, and quality control throughout Teacher Role Throughout: The teacher observes student work and provides 1:1 demonstration and coaching based on student performance. The teacher can modify the complexity of the work package or adjust tolerance requirements to guide student independence and success.

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Solid Works – 3D Modeling SOLIDWORKS- 3D MODELING COURSE # WTN010

0.5 Credit (FVA,STEM)

This course leverages the most widely used 3D CAD package in education and industry today to develop design and engineering skills students need. By taking this course students will be ready to take an industry-recognized certification exam to be credentialed as a SOLIDWORKS CAD Design associate.

Students have the ability to earn credit through CT State College and Career Pathways (CCP) program.

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Solid Works 3D Modeling

Solid Works 3D Modeling: Semester Course This course leverages the most widely used 3D CAD package in education and industry today to develop design and engineering skills students need. By taking this course students will be ready to take an industry-recognized certification exam to be credentialed as a SOLIDWORKS CAD Design associate.

Title & Time

Unit 1: Sketching and Part Modeling Lessons 7-12

Unit 2: Revolved Features Lessons 3-6

Unit 3: Patterning Lessons 3-6

Unit 4: Assembly Modeling Lessons 8-12

Unit 5: Analysis Lessons 8-10

Image

Focus

Watch your initial sketch Revolved features take transform into a solid, your 2D designs and parametric model with the create cylindrical 3D magic of extrusion! We models. We practice start the course learning the with advanced 3D feature tools of an industry- modeling techniques to leading CAD program create complex parts whose skills are in highutilizing a variety of demand in the job market. software commands.

We understand how design intent, dimensioning, and constraints affect the model's behavior and its relationship to associated drawings.

Patterning takes designs to the next level with efficiency and accuracy of part construction. Next, we generate complex patterns of features and geometry to streamline design.

Building on our experience crafting individual components, let’s bring them together to create a complete digital assembly. We integrate components using various techniques for design efficiency.

Put your designs to the ultimate test! We end the course by simulating realworld conditions to see how parts perform. We analyze part performance by calculating physical properties and conducting basic stress simulations, exploring the impact of mesh density and effectively managing simulation results.

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Solid Works 3D Modeling Unit 1

Course Name: Solid Works 3D Modeling Unit 1 Title: Sketching and Part Modeling

Est. # of Lessons: 7-12

Unit Overview: Watch your initial sketch transform into a solid, parametric model with the magic of extrusion! We start the course learning the feature tools of an industry-leading CAD program whose skills are in high-demand in the job market. We understand how design intent, dimensioning, and constraints affect the model's behavior and its relationship to associated drawings STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● CADD.02.07: Express a design of an object as a 3D model ● CADD.02.10: Revise a design and update finished drawings appropriately ● CADD.02.13: Describe and apply the following basic geometric concepts to building 3D models: tangent and parallel concentric. ● CADD.03.04: Apply dimensioning to various objects and features ● CADD.03.05: Edit a dimension by using various editing methods ● CADD.05.09: Create and edit basic geometry ● CADD.05.12: Create and edit dimensions ● CADD.08.02: Use sketching techniques as they apply to a variety of objects

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners

Understandings

Essential Questions

● A deep understanding of parametric modeling principles and CAD software features allows for the creation and modification of designs where geometry is driven by relationships and dimensions, ensuring that changes propagate predictably and design intent is maintained throughout the modeling process, from initial sketch to final drawing. ● Mastery of well-constrained sketching, including understanding essential elements and applying appropriate constraints, is

● How do the principles of parametric modeling and the features of the platform help me to create and modify designs that effectively capture and communicate design intent? ● What are the essential elements of a wellconstrained sketch? How do I use that to create a solid model that effectively captures and communicates design intent? ● How can I effectively use sketching and feature tools to create and modify a 3D part model that effectively captures and communicates design intent?

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Solid Works 3D Modeling Unit 1 crucial for creating robust and modifiable 3D models that accurately reflect design intent and are reliably updated across all related documents.

● How do I ensure that changes to my 3D model are accurately reflected in related drawings while still maintaining design intent?

Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: parametric model, sketch, geometry terms (e.g, cylinder, arc, sphere, plane, 2D, 3D, dimensioning methodology, design intent, feature manager, design tree, fillets, sketch relations, bosses, hole features

● I can explain how a parametric solid model works. ● I can compare key characteristics of parametric and nonparametric models ● I can distinguish between sketched and applied features. ● I can identify the principal components of the platform user interface. ● I can explain how different dimensioning methodologies convey different design intents. ● I can create a new part. ● I can insert a new sketch. ● I can add sketch geometry. ● I can establish sketch relations between pieces of geometry. ● I can assess the state of the sketch to determine whether it is underconstrained, overconstrained or fully designed. ● I can extrude the sketch into a solid. ● I can determine the orientation of the sketch in the proper plane ● I can create different types of hole features. ● I can insert fillets on a solid. ● I can use the editing tools to modify the design intent ● I can make a basic drawing of a part. ● I can make a change to a dimension. ● I can demonstrate the associativity between the model and its drawings.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Experiment with different ways of modeling a part to verify its design intent

Series of practice problems that involve basic sketching and modeling

STAGE 3: LEARNING PLAN

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Solid Works 3D Modeling Unit 1 First Topic: Introduction to Platform

Estimated # of Lessons:

Learning Targets: ● I can explain how a parametric solid model works. ● I can compare key characteristics of parametric and nonparametric models ● I can distinguish between sketched and applied features. ● I can identify the principal components of the platform user interface. ● I can explain how different dimensioning methodologies convey different design intents.

Essential Question: ● How do the principles of parametric modeling and the features of the platform help me to create and modify designs that effectively capture and communicate design intent?

Learning Activities: ● Introduction to SOLIDWORKS basics and user interface ● Design intent and how features affect design intent ● Learning how to use the command manager Second Topic: Introduction to Sketching

Estimated # of Lessons:

Learning Targets: ● I can create a new part. ● I can insert a new sketch. ● I can add sketch geometry. ● I can establish sketch relations between pieces of geometry. ● I can assess the state of the sketch to determine whether it is underconstrained, overconstrained or fully designed. ● I can extrude the sketch into a solid.

Essential Questions: ● What are the essential elements of a wellconstrained sketch? How do I use that to create a solid model that effectively captures and communicates design intent?

Learning Activities: ● Stages in the process: create a new part, create a sketch, add sketch geometry, define sketch relationships ● Basic sketching: mechanics of sketching, inference lines, rules that govern sketching ● Creating 2D sketches that meet design intent Third Topic: Part Modeling

Estimated # of Lessons:

Learning Targets: ● I can determine the orientation of the sketch in the proper plane ● I can create different types of hole features. ● I can insert fillets on a solid. ● I can use the editing tools to modify the

Essential Questions: ● How can I effectively use sketching and feature tools to create and modify a 3D part model that effectively captures and communicates design intent? ● How do I ensure that changes to my 3D

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Solid Works 3D Modeling Unit 1 design intent ● I can make a basic drawing of a part. ● I can make a change to a dimension. ● I can demonstrate the associativity between the model and its drawings.

model are accurately reflected in related drawings while still maintaining design intent?

Learning Activities: ● Stages in basic modeling: new part, profile choice, sketch plane choice, design intent, first feature, bosses, cuts and whole features, fillets, editing tools, drawings, and dimension changes

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Solid Works 3D Modeling Unit 2

Course Name: Solid Works 3D Modeling Unit 2 Title: Revolved Features

Est. # of Lessons: 3-6

Unit Overview: Revolved features take your 2D designs and create cylindrical 3D models. We practice with advanced 3D modeling techniques to create complex parts utilizing a variety of software commands.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● CADD.02.07: Express a design of an object as a 3D model ● CADD.02.13: Describe and apply the following basic geometric concepts to building 3D models: tangent and parallel concentric ● CADD.03.04: Apply dimensioning to various objects and features ● CADD.03.05: Edit a dimension by using various editing methods ● CADD.05.09: Create and edit basic geometry ● CADD.05.12: Create and edit dimensions ● CADD.06.03: Create and edit construction planes through reference geometry ● CADD.06.04: Create and modify geometric components on construction planes ● CADD.08.02: Use sketching techniques as they apply to a variety of objects

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

Different 3D modeling techniques offer unique ways to create geometric forms that can build complex part models that accurately represent my design intent.

● How can I use various 3D modeling techniques to design parts for a solid model?

Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: multibody solid, sweep features, boss

● I can create revolved features. ● I can apply dimensioning techniques to sketches for revolved features. ● I can use the multibody solid technique to create multiple parts.

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Solid Works 3D Modeling Unit 2 ● I can create a sweep feature to incorporate into the solid model. ● I can calculate the physical properties of a part.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Create different revolved models with fully defined sketches. Add various features such as, fillets, holes etc.

● Practice problems that involve creating sketches for revolved models ● Practice problems that involve sweep geometry

STAGE 3: LEARNING PLAN First Topic: Revolved Features

Estimated # of Lessons: 3-6

Learning Targets: ● I can create revolved features. ● I can apply dimensioning techniques to sketches for revolved features. ● I can use the multibody solid technique to create multiple parts. ● I can create a sweep feature to incorporate into the solid model.

Essential Question: ● How can I use various 3D modeling techniques to design parts for a solid model?

Learning Activities: ● Rules governing sketches of revolved features ● Sketching geometry of the revolved feature ○ Stages in the process: new part, design intent, revolved features, multibody solids, and sweep features ● Sample revolved model exercises: flange, wheel, guide, ellipse, slide stop, cotter pin, paper clip, mitered sweep, simulation

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Solid Works 3D Modeling Unit 3

Course Name: Solid Works 3D Modeling Unit 3 Title: Patterning

Est. # of Lessons: 3-6

Unit Overview: Patterning takes designs to the next level with efficiency and accuracy of part construction. Next, we generate complex patterns of features and geometry to streamline design.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● CADD.02.07: Express a design of an object as a 3D model ● CADD.02.10: Revise a design and update finished drawings appropriately ● CADD.02.13: Describe and apply the following basic geometric concepts to building 3D models: tangent and parallel concentric ● CADD.03.04: Apply dimensioning to various objects and features ● CADD.03.05: Edit a dimension by using various editing methods ● CADD.05.09: Create and edit basic geometry ● CADD.05.12: Create and edit dimensions ● CADD.06.03: Create and edit construction planes through reference geometry ● CADD.06.04: Create and modify geometric components on construction planes ● CADD.08.02: Use sketching techniques as they apply to a variety of objects

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

● Using patterning tools allows me to efficiently create multiple instances of features, saving time and ensuring consistency across my design. ● Choosing the appropriate pattern type and settings is key to optimizing the design's form and function.

● How can I efficiently create and modify patterns of features to optimize design?

Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: array, vector, linear pattern, circular pattern, mirror pattern, sketch driven

● I can create a linear pattern. ● I can create a circular pattern.

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Solid Works 3D Modeling Unit 3 pattern, pattern seed, axis of revolution

● I can create and use the reference geometry types axes and planes. ● I can create a mirror pattern. ● I can use the pattern seed only option with a linear pattern to prevent overlapping results when the two directions use the same vector. ● I can add a sketch driven pattern. ● I can automate the process of fully defining a sketch.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Add linear, circular and mirrored pattern features to solid models and modify parameters.

● Practice problems that first identify the axis of revolution for a pattern and then create the pattern

STAGE 3: LEARNING PLAN First Topic: Patterning

Estimated # of Lessons: 3-6

Learning Targets: ● I can create a linear pattern. ● I can create a circular pattern. ● I can create and use the reference geometry types axes and planes. ● I can create a mirror pattern. ● I can use the pattern seed only option with a linear pattern to prevent overlapping results when the two directions use the same vector. ● I can add a sketch driven pattern. ● I can automate the process of fully defining a sketch.

Essential Question: ● How can I efficiently create and modify patterns of features to optimize design?

Learning Activities: ● Sample exercises to to create a pattern ○ Circular pattern - identify axes ○ Linear pattern - plane to define linear direction ○ Mirror pattern - define the line of symmetry or geometric plane ○ Sketch driven pattern - identify points ○ Pattern seed only

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Solid Works 3D Modeling Unit 4

Course Name: Solid Works 3D Modeling Unit 4 Title: Assembly Modeling

Est. # of Lessons: 5-8

Unit Overview: Building on our experience crafting individual components, let’s bring them together to create a complete digital assembly. We integrate components using various techniques for design efficiency.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● CADD.02.07: Express a design of an object as a 3D model ● CADD.02.10: Revise a design and update finished drawings appropriately ● CADD.02.13: Describe and apply the following basic geometric concepts to building 3D models: tangent and parallel concentric ● CADD.05.09: Create and edit basic geometry ● CADD.06.04: Create and modify geometric components on construction planes ● CADD.07.01: Create an assembly in 3D geometry

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

● Effective assembly design requires selecting the appropriate mating conditions and assembly techniques to accurately represent the intended relationships between components and clearly communicate the overall product function. ● Modifying assembly features, such as constraints, patterns, and sub-assemblies, is essential for managing complex assemblies and efficiently implementing design changes while preserving the

● How can I assemble components using various techniques and mating conditions that effectively captures and communicates design intent? ● How can I modify assembly features to manage intricate assemblies and efficiently make design changes?

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Solid Works 3D Modeling Unit 4 integrity of the overall design.

Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: mating, design tree

● I can create a new assembly. ● I can insert components into an assembly using all available techniques. ● I can add mating relationships between components. ● I can utilize the assembly-specific aspects of the design tree to manipulate and manage the assembly. ● I can use part configurations in an assembly.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Use Assembly Motion to animate the motion of a car jack assembly to simulate physical behavior of the car jack and determine the torque required to lift a vehicle.

Practice problems that involve making an assembly from detailed parts and define mating condition of the parts

STAGE 3: LEARNING PLAN First Topic: Assembly Modeling

Estimated # of Lessons: 5-8

Learning Targets: ● I can create a new assembly. ● I can insert components into an assembly using all available techniques. ● I can add mating relationships between components. ● I can utilize the assembly-specific aspects of the design tree to manipulate and manage the assembly. ● I can use part configurations in an assembly.

Essential Questions: ● How can I assemble components using various techniques and mating conditions that effectively captures and communicates design intent? ● How can I modify assembly features to manage intricate assemblies and efficiently make design changes?

Learning Activities: ● Stages in the assembly process: creating a new assembly, adding first component, position of the first component, mating components to each other, using part configurations in assemblies, inserting subassemblies ● Sample assembly exercises: mates, gripe grinder, hide and show component, part configurations in an assembly, U-Joint changes

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Solid Works 3D Modeling Unit 5

Course Name: Solid Works 3D Modeling Unit 5 Title: Analysis

Est. # of Lessons: 5-8

Unit Overview: Put your designs to the ultimate test! We end the course by simulating real-world conditions to see how parts perform. We analyze part performance by calculating physical properties and conducting basic stress simulations, exploring the impact of mesh density and effectively managing simulation results.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● ENG.04.03 Test materials for specific characteristics. ● ENG.07.04 Describe and demonstrate the process for using CAD in a design solution.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

● Simulation tools allow me to predict how a part will respond to applied loads, revealing areas of high stress and potential failure.

The accuracy of these predictions is directly influenced by the mesh density, with finer meshes generally providing more accurate but computationally expensive results. ● Linear static stress analysis is a powerful tool that helps engineers make informed decisions about their designs, leading to safer, more efficient, and more reliable

● How can I use simulation tools to analyze the structural behavior of a part under load? How does mesh density affect the accuracy of those results? ● What are the key steps involved in setting up and running a basic linear static stress analysis, and how can I interpret and manage the resulting data?

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Solid Works 3D Modeling Unit 5 products.

Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: mesh density, linear static study, stress, strain (displacement), finite element analysis (FEA), force, torque, pressure

● I can calculate the physical properties of a part. ● I can perform rudimentary, first pass stress analysis. ● I can navigate the simulation user interface. ● I can analyze a linear static study using solid elements. ● I can experiment with changing mesh density to compare stress results. ● I can manage simulation result files.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Use simulation to mesh a model, apply material properties, run an analysis and analyze results and compare stresses to yield and ultimate stress of material

Practice problems that create a study, apply material, apply fixtures, apply external forces, mesh the model

STAGE 3: LEARNING PLAN First Topic: Analysis

Estimated # of Lessons: 5-8

Learning Targets: ● I can calculate the physical properties of a part. ● I can perform rudimentary, first pass stress analysis. ● I can navigate the simulation user interface. ● I can analyze a linear static study using solid elements. ● I can experiment with changing mesh density to compare stress results. ● I can manage simulation result files.

Essential Questions: ● How can I use simulation tools to analyze the structural behavior of a part under load? How does mesh density affect the accuracy of those results? ● What are the key steps involved in setting up and running a basic linear static stress analysis, and how can I interpret and manage the resulting data?

Learning Activities: ● Stages in the analysis process: create a study, apply material, apply fixtures, apply loads, mesh the model, run the study, analyze the results ● Sample studies that could be the basis of analysis: bracket, compressive spring stiffness, container handle

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Advanced Woodworking ADVANCED WOODWORKING COURSE # WTN202

0.5 Credit (FVA, STEM)

PREREQUISITE: #550 Woodworking Building on foundational techniques from Woodworking, we transform from tool operators into professional maker-strategists. This advanced manufacturing experience emphasizes student agency and technical mastery as we move from conceptual vision to digital production.

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Advanced Woodworking

Advanced Woodworking : Semester Course Building on foundational techniques from Woodworking, we transform from tool operators into professional maker-strategists. This advanced manufacturing experience emphasizes student agency and technical mastery as we move from conceptual vision to digital production.

Unit 1: Material Precision and Strategic Planning 3-4 Weeks

Unit 2: Production Machining and Manufacturing Systems 4-5 Weeks

Unit 3: CNC Operations and Digital Manufacturing 5-6 Weeks

We step into the role of professional makers where precision meets purpose. Moving beyond basic construction, we master complex design and strategic material engineering. We investigate how the cellular structure of diverse wood species dictates joinery choices and learn to anticipate structural challenges before they arise. By the end of this unit, we transform conceptual visions into sophisticated technical plans, utilizing advanced layout techniques and material science to ensure our projects are as durable as they are beautiful.

Our technical plans come to life through the coordination of craftsperson and machine. We transition from tool operators to production strategists, mastering the nuances of separating and shaping operations with professional-grade precision. We dive deep into the physics of cutting—understanding how speeds, feeds, and grain direction dictate the quality of our work. We don't just follow safety rules; we engineer safe workflows, justify our machinery choices for complex tasks, and refine our technique to achieve manufacturing tolerances that meet industrial standards.

We reach the frontier of modern woodworking, where our creativity is amplified by computer-controlled precision.

We bridge the gap between digital design and physical production by mastering the language of machines. Moving beyond software users, we become strategists of GCode, CAD/CAM, and material physics. We solve complex manufacturing problems by optimizing speeds and feeds, engineering clever workholding solutions, and selecting specialized tooling. This is where we transform from woodworkers into digital manufacturers, capable of executing intricate designs with surgical precision and industrial efficiency.

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Advanced Woodworking Unit 1

Course Name: Advanced Woodworking Unit 1 Title: Material Precision and Strategic Planning

Est. # of Lessons: 7-12

Unit Overview: We step into the role of professional makers where precision meets purpose. Moving beyond basic construction, we master complex design and strategic material engineering. We investigate how the cellular structure of diverse wood species dictates joinery choices and learn to anticipate structural challenges before they arise. By the end of this unit, we transform conceptual visions into sophisticated technical plans, utilizing advanced layout techniques and material science to ensure our projects are as durable as they are beautiful.

STAGE 1: DESIRED RESULTS Established Goals ● WM.05.01: Utilize the design process including defining a problem, brainstorming, and selecting an approach. ● WM.05.04: Develop a production plan, including the layout, bill of materials, and cost analysis. ● WM.04.11: Consider the natural characteristics of grain, knots, and checks when laying out a board. ● WM.04.14: Identify how grain direction affects a material's strength. ● WM.06.02: Identify and explain Dimensions, Construction views, and Section views. ● WM.02.02: Demonstrate and explain knowledge of workplace safety procedures.

Transfer Goals ●

●

●

●

●

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Material properties aren't obstacles— they're design opportunities that

● How does a master woodworker balance the wood’s material properties with the demands

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Advanced Woodworking Unit 1 determine the structural integrity of what we build. ● Joinery selection is a critical engineering decision that determines how a piece will respond to environmental stressors over time. ● Advanced layout is the visual roadmap that transforms raw material into high-precision assemblies. ● Strategic planning anticipates material behavior and structural challenges before they become problems.

Knowledge ● Characteristics of hardwoods, softwoods, and engineered lumbers ● Complex joinery types and mechanical strength for specific stress points ● Technical drawing components including dimensions, section views, and site plans ● Workplace safety procedures and PPE standards Key Vocabulary: grain orientation, tensile strength, technical specification, material yield, bill of materials, section view, tolerance, engineered lumber, mechanical fastening, adhesion strength, moisture content, layout fluid/marking, template routing, jigging, kerf compensation, radial shrinkage, tangential movement, structural integrity.

of a design? ● In what ways does the complexity of a joint reflect the intended longevity and function of a piece? ● How can advanced planning and layout minimize waste and maximize the quality of a project?

Skills (Framed as Learning Targets) ● I can utilize a professional design process to solve complex functional and aesthetic problems. ● I can synthesize material properties and grain characteristics to engineer high-strength, long-lasting assemblies. ● I can execute advanced layout strategies that account for complex joinery, material yield, and grain matching. ● I can evaluate and select specialized joinery (beyond basic types) based on the specific mechanical requirements of a design. ● I can interpret and create advanced technical drawings including section views and detailed construction elevations. ● I can develop comprehensive production plans including layouts, bill of materials, and cost analyses. ● I can demonstrate and explain advanced workplace safety procedures and proactively identify and mitigate complex shop hazards.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Design Challenge: The Technical Specification Packet: A comprehensive build-folder including scaled orthographic projections and a finalized, cost-analyzed Bill of Materials. ● Material Strategy Presentation: A formal

● BOM (Bill of Materials) Audit: Students submit a draft lumber list. You provide a "Market Price" sheet; they must calculate their raw material cost including a 20% waste factor. ● Species & Grain Stress Test: A hands-on "fail-

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Advanced Woodworking Unit 1 walkthrough where the student defends their choice of species and joinery based on wood grain and structural demands of their specific design.

point" exercise where students identify wood cell orientation and predict how moisture or weight-load will affect specific joinery choices. ● The Joinery Mock-up: Students produce a single "test joint" (e.g., a compound miter or through-dovetail) using their selected species to verify machine setups before cutting final stock. ● Strategic Layout Map: A "chalk-talk" or digital overlay where students map out their cuts on a raw slab to avoid knots, checks, or sapwood while maximizing grain continuity.

STAGE 3: LEARNING PLAN First Topic: Material Properties

Estimated # of Lessons: 4

Learning Targets: ● I can utilize a professional design process to solve complex functional and aesthetic problems. ● I can synthesize material properties and grain characteristics to engineer highstrength, long-lasting assemblies. ● I can develop comprehensive production plans including layouts, bill of materials, and cost analyses. ● I can demonstrate and explain advanced workplace safety procedures and proactively identify and mitigate complex shop hazards.

Essential Question: ● How does a master woodworker balance the wood’s material properties with the demands of a design?

Learning Activities: ● Material Properties (Wood Science) ○ Demo how cellular structure (early-wood vs. late-wood) and grain direction (tangential vs. radial) cause specific types of seasonal movement and joint failure. Perform a "Moisture Stress Test" on various wood samples to measure expansion and identify which grain orientations are best for specific joinery.A "Grain Selection Map" indicating where to use flat-sawn vs. quarter-sawn stock in their design. ● Advanced Layout & Yield Strategy ○ Demonstrate "Defect Docking"—how to read a raw, rough-sawn board to find hidden knots, checks, or tension wood that could ruin a project. Create a Full-Scale Layout Map on a raw lumber slab, using chalk or tape to "nest" their project parts while maximizing grain continuity and minimizing waste. Feedback on "Yield Efficiency"—did they account for the 20% waste factor and blade kerf?

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Advanced Woodworking Unit 1 ● Cutting Plan ○ Model how to translate a 3D vision into a professional "Cut List" and an exploded view drawing that shows how components interlock. Develop a Final Build-Packet including a scaled drawing, a step-by-step assembly sequence, and a finalized Bill of Materials (BOM) with current market pricing. Peer-Review: Can another student follow the assembly sequence without needing to ask the designer for clarification? ● BOM (Bill of Materials) Audit ○ Provide a "Market Price" sheet showing current costs per board foot for various wood species. Submit a draft lumber list and calculate the total raw material cost for your project.

Your math must include a 20% waste factor to account for defect docking and machining loss. Formative check of your budget accuracy—can you justify every dollar and board foot?

Second Topic: Advanced Design & Technical Documentation

Estimated # of Lessons: 5

Learning Targets: ● I can utilize a professional design process to solve complex functional and aesthetic problems. ● I can synthesize material properties and grain characteristics to engineer highstrength, long-lasting assemblies. ● I can execute advanced layout strategies that account for complex joinery, material yield, and grain matching. ● I can interpret and create advanced technical drawings including section views and detailed construction elevations. ● I can develop comprehensive production plans including layouts, bill of materials, and cost analyses. ● I can demonstrate and explain advanced workplace safety procedures and proactively identify and mitigate complex shop hazards.

Essential Questions: ● How does a master woodworker balance the wood’s material properties with the demands of a design? ● How can advanced planning and layout minimize waste and maximize the quality of a project?

Learning Activities: ● Sample Joinery: Create sample joints of complex joinery to "stress test" the fit and identify potential structural failures before using the joint in a project. ● Technical Drawing development: Develop professional technical drawings including at least two views that reveal internal joinery details for a secondary maker to follow. ● Kerf-Compensated Cut-Lists: Synthesize technical drawings into a prioritized "Cut-List" that accounts for blade thickness (kerf), grain matching, and machining sequences.

Third Topic: Material Project Costing for Production

Estimated # of Lessons: 3

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Advanced Woodworking Unit 1 Learning Targets: ● I can execute advanced layout strategies that account for complex joinery, material yield, and grain matching. ● I can develop comprehensive production plans including layouts, bill of materials, and cost analyses. ● I can demonstrate and explain advanced workplace safety procedures and proactively identify and mitigate complex shop hazards.

Essential Questions: ● How does a master woodworker balance the wood’s material properties with the demands of a design? ● How can advanced planning and layout minimize waste and maximize the quality of a project?

Learning Activities: ● Material Procurement: Acting as a buy, select a specific wood species , justifying a premium price point based on its unique material science properties and structural durability for a proposed project. ● Labor-vs-Profit Calculator: Develop a comprehensive project budget that includes a "Labor Rate" simulation alongside actual material costs and a 20% waste factor. ● Market-Price BOM Audit: Utilize a real-world "Market Price" sheet to calculate the total cost of a Bill of Materials (BOM), accounting for current inflation and industrial machining loss.

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Advanced Woodworking Unit 2

Course Name: Advanced Woodworking Unit 2 Title: Production Machining and Manufacturing Systems

Est. # of Lessons: 7-15

Unit Overview: Our technical plans come to life through the coordination of craftsperson and machine.

We transition from tool operators to production strategists, mastering the nuances of separating and shaping operations with professional-grade precision. We dive deep into the physics of cutting— understanding how speeds, feeds, and grain direction dictate the quality of our work. We don't just follow safety rules; we engineer safe workflows, justify our machinery choices for complex tasks, and refine our technique to achieve manufacturing tolerances that meet industrial standards.

STAGE 1: DESIRED RESULTS Established Goals ● WM.02.04: Describe safety practices for specific machines ● WM.03.08: Identify the proper use and function of specialty machinery ● WM.03.14: Select appropriate tools, procedures, and/or equipment ● WM.04.13: Identify and select the proper cutting process based on grain direction ● WM.04.15: Understanding kerf and its application to cutting and layout operations ● WM.03.16: Demonstrate good housekeeping at a workstation

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

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Advanced Woodworking Unit 2 Understandings

Essential Questions

● Machining is a strategic balance of physics and material science; understanding how wood responds to different forces is the key to precision. ● The 'best' tool is defined by the intersection of safety, efficiency, and the finish we need to achieve. ● Advanced manufacturing relies on repeatability, which is achieved through precise machine setup and custom jigging. ● Safety in a production environment is a dynamic process of risk assessment, not a static set of rules.

● How does an expert manufacturer determine the 'best' tool for a task when multiple options exist? ● In what ways does a deep understanding of machine physics (RPM, torque, and shear) prevent material failure? ● What does it mean to be a 'safe' operator in a high-production manufacturing environment?

Knowledge ● Specific functions and safety protocols for industrial machinery ● Separating operations — specific blade types and machine setups to account for grain tension. ● Shaping operations to better understand rotation direction and feed rates. ● Industrial safety standards (OSHA/SDS) and proper disposal of manufacturing byproducts Key Vocabulary: resawing, compound miter, pattern routing, feed rate, rpm (revolutions per minute), torque, blade geometry, kerf compensation, jig/fixture, stationary machinery, portable power tools, shearing force, tear-out, climb cutting, material removal rate, tolerance, calibration, dust collection/mitigation.

Skills (Framed as Learning Targets) ● I can perform complex separating operations (resawing, compound miters, internal curves) with repeatable accuracy. ● I can execute advanced shaping operations (pattern routing, multi-stage moldings, and joinery-specific shaping) to meet design specifications. ● I can demonstrate mastery of precision measurement down to a 1/16" tolerance (or finer) across multi-part assemblies. ● I can calibrate and maintain stationary machinery to ensure optimal performance and safety. ● I can justify tool selection based on efficiency, safety, and the physical properties of the specific material being processed. ● I can implement a 'zero-defect' manufacturing mindset, identifying and correcting machining errors in real-time. ● I can utilize custom jigs and fixtures to increase the precision and safety of nonstandard machine operations. ● I can analyze the relationship between cutting tool geometry (blade profiles, router bits) and the resulting surface finish. ● I can demonstrate expert-level safety practices for specific machines and conduct safety assessments of shop operations.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

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Advanced Woodworking Unit 2 Summative Assessment

Formative Assessment

● Quality Control: Produce 3–5 interchangeable components to a manufacturing tolerance of ±1/32". ● Engineering Technical Packet: Submit a professional "Standard Operating Procedure" including tool justifications and a safety-critical point analysis. ● Machine Calibration Audit: A practical pass/fail test on "truing" stationary machinery (e.g., squaring a fence) using industrial measurement tools.

● Audio "Diagnostic" Quiz: Identify machine issues (e.g., dull blade, incorrect feed rate) by sound. ● Workflow Mapping: Create a "Spaghetti Diagram" of shop movement to identify and eliminate production waste. ● Chip-Load Lab: Test and document "fracture patterns" at varying speeds to determine the optimal feed rate for specific wood species. ● Jig Design Sketch: Submit a custom work-holding plan for teacher review before performing a non-standard or high-risk cut.

STAGE 3: LEARNING PLAN First Topic: The Physics of the Cut (Speeds, Feeds, Estimated # of Lessons: 5 and Tooling) Learning Targets: ● I can perform complex separating operations (resawing, compound miters, internal curves) with repeatable accuracy. ● I can execute advanced shaping operations (pattern routing, multi-stage moldings, and joinery-specific shaping) to meet design specifications. ● I can justify tool selection based on efficiency, safety, and the physical properties of the specific material being processed. ● I can analyze the relationship between cutting tool geometry (blade profiles, router bits) and the resulting surface finish. ● I can demonstrate expert-level safety practices for specific machines and conduct safety assessments of shop operations.

Essential Question: ● How does an expert manufacturer determine the 'best' tool for a task when multiple options exist? ● In what ways does a deep understanding of machine physics (RPM, torque, and shear) prevent material failure? ● What does it mean to be a 'safe' operator in a high-production manufacturing environment?

Learning Activities: ● The Chip Load Lab: Students run test pieces at three different feed speeds (slow, optimal, fast) and

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Advanced Woodworking Unit 2 use a magnifying loupe to document the "fracture" or "burn" patterns left in the wood fibers. ● Audio Diagnostic Challenge: Students listen to recordings of machines under various loads (dull blade, feeding too fast, optimal) and must identify the "sound of success" vs. "sound of failure." ● The Tension and Compression Test: Students present a plan on how to rip a board with known internal tension or compression and document how the kerf closes or opens, then develop a "stress-relief" cutting strategy to keep the board useable for the project.

Second Topic: Precision Systems & Industrial Tolerances

Estimated # of Lessons: 5

Learning Targets: ● I can demonstrate mastery of precision measurement down to a 1/16" tolerance (or finer) across multi-part assemblies. ● I can calibrate and maintain stationary machinery to ensure optimal performance and safety. ● I can justify tool selection based on efficiency, safety, and the physical properties of the specific material being processed. ● I can implement a 'zero-defect' manufacturing mindset, identifying and correcting machining errors in real-time. ● I can utilize custom jigs and fixtures to increase the precision and safety of nonstandard machine operations. ● I can demonstrate expert-level safety practices for specific machines and conduct safety assessments of shop operations.

Essential Questions: ● How does an expert manufacturer determine the 'best' tool for a task when multiple options exist?

Learning Activities: ● The Interchangeability Challenge: Students must produce three identical sets of a complex joint (like a bridled miter). The parts are put in a bin, shuffled, and redistributed; the joints must still fit perfectly with parts from other students. ● Dial Indicator Calibration: Students use a dial indicator to "true" a table saw blade to the miter slot or a jointer fence to the table, documenting the "before and after" accuracy. ● The "Jig vs. Hand" Time Study: Students time the creation of a complex shape by hand vs. the time taken to build a template and route it. They calculate the "break-even point" (how many parts make the jig profitable).

Third Topic: Workflow Engineering & Safety Systems

Estimated # of Lessons: 5

Learning Targets: ● I can implement a 'zero-defect' manufacturing mindset, identifying and correcting machining errors in real-time.

Essential Questions: ● How does an expert manufacturer determine the 'best' tool for a task when multiple options exist?

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Advanced Woodworking Unit 2 ● I can utilize custom jigs and fixtures to increase the precision and safety of nonstandard machine operations. ● I can demonstrate expert-level safety practices for specific machines and conduct safety assessments of shop operations.

●

What does it mean to be a 'safe' operator in a high-production manufacturing environment?

Learning Activities: ● Workflow Tracking: Students track their project’s movement through the shop during for work sessions, then redesign their "station" to eliminate unnecessary steps. ● SOP Video Production: Students film a "Technical Walkthrough" of a complex machine setup, focusing on the "Safety Critical Points" and "Precision Checks." ● Hazard Mitigation Design: Students are presented with a difficult "work-holding" problem (e.g., routing a tiny circular part) and must design/build a fixture that keeps fingers 6 inches from the cutter.

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Advanced Woodworking Unit 3

Course Name: Advanced Woodworking Unit 3 Title: CNC Operations and Digital Manufacturing

Est. # of Lessons: 13-18

Unit Overview: We reach the frontier of modern woodworking, where our creativity is amplified by computer-controlled precision. We bridge the gap between digital design and physical production by mastering the language of machines. Moving beyond software users, we become strategists of G-Code, CAD/CAM, and material physics. We solve complex manufacturing problems by optimizing speeds and feeds, engineering clever work holding solutions, and selecting specialized tooling. This is where we transform from woodworkers into digital manufacturers, capable of executing intricate designs with surgical precision and industrial efficiency.

STAGE 1: DESIRED RESULTS Established Goals ● WM.06.06: Demonstrate a basic understanding of computer-aided design. ● WM.05.01: Utilize the design process including... developing a design proposal and making a model or prototype. ● WM.03.14: Select appropriate tools, procedures, and/or equipment. ● WM.03.08: Identify the proper use and function of specialty machinery. ● WM.04.13: Identify and select the proper cutting process based on grain direction. ● WM.02.04: Describe safety practices for specific machines.

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their

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Advanced Woodworking Unit 3 talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings

Essential Questions

● CNC technology is an extension of traditional craftsmanship — requiring the same deep understanding of material properties but applied through a digital lens. ● Precision in the digital realm means nothing without an equal mastery of the physical variables (tooling, work holding, and physics). ● Optimization is the core of advanced manufacturing; every improvement in a tool path or feed rate contributes to industrial viability. ● The safety of automated systems depends on proactive simulation and the constant monitoring of mechanical feedback.

● How does digital logic (G-Code) translate a designer's intent into physical reality? ● In an automated environment, how does the craftsman’s role shift from 'maker' to 'system strategist'? ● What are the consequences of a 'speed and feed' mismatch for both the machine and the material? ● How does effective work holding define the limits of what a CNC machine can create?

Knowledge ● G-Code and M-Code functions for machine movement ● CAD and CAM integration for geometry and tool movement ● Relationship between spindle RPM and feed rate ● Tooling geometry for chip evacuation and grain management Key Vocabulary: g-code, cad/cam, spindle speed (rpm), feed rate, work holding, tooling (bits), chip load, x-y-z axis, homed/zeroed, tool path, simulation, clearance plane, stepover, stepdown, vector, raster, nesting, collet, sacrificial board/spoil board.

Skills (Framed as Learning Targets) ● I can interpret basic G-Code and modify simple programs to troubleshoot machine behavior. ● I can utilize CAD/CAM workflows to translate a 3D design into a manufacturable digital file. ● I can calculate and justify optimal speeds and feeds based on tool geometry and material density to ensure surface quality and tool longevity. ● I can design and implement work holding solutions (jigs, clamps, vacuum) for CNC operations. ● I can select specialized CNC tooling (compression bits, ball-nose, v-carve) based on the specific requirements of the operation. ● I can execute precise 'zeroing' and 'homing' procedures to establish accurate workcoordinate systems. ● I can evaluate CNC-produced parts for accuracy and adjust machine parameters to meet specifications. ● I can describe and demonstrate safety practices for CNC operations including collision prevention through software

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Advanced Woodworking Unit 3 simulation and emergency-stop protocols.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● The "Digital-to-Physical" Capstone: Design and manufacture a multi-part assembly (e.g., nesting stool) where every CNC-cut piece fits with zero gap. ● Technical Specifications Package: Submit a professional "Production Folder" containing CAD files, G-Code, tool lists, and a Standard Operating Procedure (SOP). ● The "Nesting" Efficiency Report: A yield report grading the ability to minimize waste on a 4x8 sheet.

● G-Code "Read-Aloud": Students are provided a block of code and must interpret the machine's intended movements before execution. ● The "Mass Customization" Challenge: Take one base digital file and use parameters to create three variations for different client needs. ● "Machine Hour" Cost Analysis: A report calculating total production costs, including tooling wear, electricity, and labor. ● Industrial Jigs & Fixtures Challenge: Design and CNC-cut a custom fixture that enables a manual machine to perform a task more accurately. ● The "Strategic Pivot" Reflection: A written or verbal analysis of a machining failure and the specific technical adjustment made to correct it.

STAGE 3: LEARNING PLAN First Topic: The Digital Strategy (CAD/CAM & Toolpath Logic)

Estimated # of Lessons: 4- 6

Learning Targets: Essential Question: ● I can interpret basic G-Code and modify ● How does digital logic (G-Code) translate a designer's intent into physical reality? simple programs to troubleshoot machine ● In an automated environment, how does the behavior. ● I can utilize CAD/CAM workflows to craftsman’s role shift from 'maker' to 'system strategist'? translate a 3D design into a ● What are the consequences of a 'speed and manufacturable digital file. ● I can calculate and justify optimal speeds feed' mismatch for both the machine and the and feeds based on tool geometry and material? ● How does effective work holding define the material density to ensure surface quality limits of what a CNC machine can create? and tool longevity. ● I can design and implement work holding solutions (jigs, clamps, vacuum) for CNC operations. ● I can select specialized CNC tooling (compression bits, ball-nose, v-carve) based

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Advanced Woodworking Unit 3 on the specific requirements of the operation. ● I can execute precise 'zeroing' and 'homing' procedures to establish accurate workcoordinate systems. ● I can evaluate CNC-produced parts for accuracy and adjust machine parameters to meet specifications. ● I can describe and demonstrate safety practices for CNC operations including collision prevention through software simulation and emergency-stop protocols.

Learning Activities: ● The "Bit Geometry" Lab: Students examine the spirals of Up-cut vs. Down-cut bits and predict which way the wood chips will fly and which surface (top or bottom) will stay clean. ● The "Dog-Bone" Design Challenge: Students must design a "blind" mortise and tenon in CAD. They must calculate and add "dog-bones" or "t-bone" fillets to the corners so a round bit can create a square-fitting joint. ● G-Code "Forensics": Students are given a short block of G-Code and must "translate" it into plain English (e.g., "Move to X2, Y5 at 100 inches per minute"). ● Simulation Audit: Using CAM software, students intentionally create a "bad" toolpath (e.g., too deep in one pass) and use the simulation's "Time Estimate" and "Material Removal" data to find the error.

Second Topic: Precision Workholding & Machine Physics

Estimated # of Lessons: 5-6

Learning Targets: Essential Question: ● I can interpret basic G-Code and modify ● How does digital logic (G-Code) translate a designer's intent into physical reality? simple programs to troubleshoot machine ● In an automated environment, how does the behavior. ● I can utilize CAD/CAM workflows to craftsman’s role shift from 'maker' to 'system strategist'? translate a 3D design into a ● What are the consequences of a 'speed and manufacturable digital file. ● I can calculate and justify optimal speeds feed' mismatch for both the machine and the and feeds based on tool geometry and material? ● How does effective work holding define the material density to ensure surface quality limits of what a CNC machine can create? and tool longevity. ● I can design and implement work holding solutions (jigs, clamps, vacuum) for CNC operations. ● I can select specialized CNC tooling (compression bits, ball-nose, v-carve) based on the specific requirements of the operation. ● I can execute precise 'zeroing' and 'homing' procedures to establish accurate work-

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Advanced Woodworking Unit 3 coordinate systems. ● I can evaluate CNC-produced parts for accuracy and adjust machine parameters to meet specifications. ● I can describe and demonstrate safety practices for CNC operations including collision prevention through software simulation and emergency-stop protocols.

Learning Activities: ● The "Z-Axis" Touch-off Lab: Students practice setting the Z-zero on the "top of material" vs. the "top of the wasteboard" and discuss when each method is safer for the machine. ● Custom Tab Engineering: Students design a project that requires "tabs" to keep the part from flying off. They must determine the minimum number and thickness of tabs required based on the part's weight and the bit's "uplift" force. ● Vacuum vs. Mechanical Face-Off: Students attempt to move a board held by a vacuum pump vs. a board held by traditional clamps, measuring the "displacement" with a dial indicator. ● The "Feeds and Speeds" Spreadsheet: (Digital Tech Cross-cutting) Students build a calculator that takes RPM and Number of Flutes to give them an "Inches Per Minute" (IPM) recommendation for different wood densities.

Third Topic: Industrial Efficiency

Estimated # of Lessons: 4-6

Learning Targets: Essential Question: ● I can interpret basic G-Code and modify ● How does digital logic (G-Code) translate a designer's intent into physical reality? simple programs to troubleshoot machine ● In an automated environment, how does the behavior. ● I can utilize CAD/CAM workflows to craftsman’s role shift from 'maker' to 'system strategist'? translate a 3D design into a ● What are the consequences of a 'speed and manufacturable digital file. ● I can calculate and justify optimal speeds feed' mismatch for both the machine and the and feeds based on tool geometry and material? ● How does effective work holding define the material density to ensure surface quality limits of what a CNC machine can create? and tool longevity. ● I can design and implement work holding solutions (jigs, clamps, vacuum) for CNC operations. ● I can select specialized CNC tooling (compression bits, ball-nose, v-carve) based on the specific requirements of the operation. ● I can evaluate CNC-produced parts for accuracy and adjust machine parameters to meet specifications. ● I can describe and demonstrate safety practices for CNC operations including collision prevention through software simulation and emergency-stop protocols.

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Advanced Woodworking Unit 3 Learning Activities: ● The Nesting Competition: Given a 2'x4' sheet and a set of parts, students compete to see who can achieve the highest "Yield Percentage" using software or manual layout. ● The "Batch vs. Bespoke" Profit Model: Students calculate the time it takes to make one item vs. the time to "batch" ten using the CNC. They present their findings as a "Business Growth Strategy." ● The Hybrid Build Plan: Students take a complex project (like a Maloof-style chair) and color-code the blueprints: Green for CNC operations, Red for manual hand-tool work, and Yellow for stationary machine work. They must justify their color choices based on efficiency.

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Marketing & Sales Cluster (Cross-Cutting Cluster)

Business Basics BUSINESS BASICS (Previously BUSINESS 101: Introduction to Business) COURSE # WHN401

0.5 credit (FVA)

This foundational course introduces essential concepts in management, entrepreneurship, marketing, and sales through an engaging, hands-on approach. We explore business structures, analyze company business plans, examine employee culture and organizational psychology, and learn strategies for product launches and global marketing. Through real-world case studies, and business simulations, we gain practical skills and confidence to succeed in the business world.

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Business Basic, Business 101 Business Basic, Business 101: Semester Course What's the secret behind the brands and businesses you love? This foundational course introduces essential concepts in management, entrepreneurship, marketing, and sales through an engaging, hands-on approach. We explore business structures, analyze company business plans, examine employee culture and organizational psychology, and learn strategies for product launches and global marketing. Through real-world case studies, and business simulations, we gain practical skills and confidence to succeed in the business world.

Unit 1: Why Businesses Do What They Do: Innovation & Product Evolution 2-3 Weeks

Unit 2: Making the Plan: Business Strategy & Management 1-2 Weeks

Unit 3: Making It Happen: Motivation, Culture & Execution 2-3 Weeks

Businesses exist all around you, but have you ever stopped to think about why they make the choices they do? This first unit explores different types of organizations—for-profit companies and nonprofits —and the goals those organizations are aspiring to. We next examine the products companies produce — and how the life cycles of those products shape our daily lives. We examine how innovation impacts the life cycle through authentic case studies.

Understanding what businesses make and why is just the beginning. To truly succeed, businesses need a strategic plan that can adapt as the world around them changes. Next, we discover how business plans guide companies while staying flexible enough to pivot when needed. Through authentic case studies, we explore how management structures work based on the evolution of the workforce, world events, and new markets.

Creating a solid plan and management structure is essential, but success depends on how well all the pieces work together to execute that vision. Through authentic case studies, we examine what disrupts even the bestlaid plans and explore the psychology behind employee motivation— learning how companies inspire their teams to turn strategy into action and achieve their goals.

Unit 4: Your Turn: Planning & Pitching a Real Event 5-7 Weeks

Unit 5: Going Global: Marketing Strategies That Win 3-5 Weeks

Now that we understand better what motivates teams and how business pieces fit together, it's time to put it all into action. Working in teams, we plan, organize, and pitch a full-scale event—like a product launch, fundraiser, awareness campaign, or community festival—bringing together management, finance, and operations to create something meaningful and impactful. Throughout the planning, we also begin to explore how marketing is an essential concept for a successful product launch.

Let's explore how the biggest brands fight for attention and loyalty on a global stage. In this final unit, we explore what it takes to market successfully in an increasingly connected global marketplace by comparing U.S. and international markets and examining what makes businesses truly competitive.

Through research and analysis of industry leaders, we discover the marketing strategies that help companies dominate their fields. This sets the foundation for even deeper exploration of specialized marketing concepts in future courses.

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Business Basic, Business 101 Unit 1 Course Name: Business Basic, Business 101 Est. # of Lessons: 6-9 Unit 1 Title: Why Businesses Do What They Do: Innovation & Product Evolution Unit Overview: Businesses exist all around you, but have you ever stopped to think about why they make the choices they do? This first unit explores different types of organizations—for-profit companies and nonprofits —and the goals those organizations are aspiring to. We next examine the products companies produce — and how the life cycles of those products shape our daily lives. We examine how innovation impacts the life cycle through authentic case studies.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● VM:001 - Discuss the nature of product development (SP) ● VM:002 - Describe the relationship between innovation and product development (SP) ● VM:004 - Describe methods for recognizing opportunities for innovation (SP) ● VM:006 - Identify the impact of product life cycles on operating decisions (SP) ● SM:082 - Explain the nature of corporate social responsibility (SP) ● PD:297 - Discuss employment opportunities in business management and administration (CS)

● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● The business world is constantly evolving in predictable and unpredictable ways which requires strategic and agile planning. ● Consumer behavior impacts the profitability of a business. ● Every innovation has a ripple effect on ethical use, environmental impact, and/or individual access/affordability.

● How do innovation and technology shape the products and services we use every day? ● In what ways do consumers influence the direction of businesses through their purchasing choices? ● How do innovations both benefit and challenge society and the environment?

Knowledge

Skills (Framed as Learning Targets)

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Business Basic, Business 101 Unit 1 ● Role of Innovation in Business and Society ● Consumer Influence on Business Decisions ● Types of Business Organizations ● The Product Life Cycle Key Vocabulary: innovation, technology, disruption, research & development (r&d), trend, business plan, goods & services, value proposition, stakeholders, purchasing power, consumer demand, target market, market trends, for-profit, nonprofit, government organization, mission statement, introduction, growth, maturity, decline, saturation, sustainability, corporate social responsibility (csr), ethics, greenwashing

● I can explain what innovation means in business and provide real-world examples. ● I can analyze how innovation affects products, operations, and customer experience. ● I can evaluate both positive and negative impacts of innovation on society and the environment. ● I can explain how consumer purchasing power influences what businesses create and sell ● I can identify current trends driven by consumer behavior (sustainability, ethical sourcing, tech features) ● I can explain how marketing and social media influence consumer choices. ● I can compare and contrast for-profit, nonprofit, and government organizations and their roles in society. ● I can identify and explain the five stages of the Product Life Cycle (Introduction, Growth, Maturity, Decline, Saturation). ● I can analyze how businesses respond differently at each stage of the product life cycle. ● I can classify real products into their current life cycle stage and explain my reasoning.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Innovation Impact Case Study: Students select a product or service and complete a multi-part project and present their findings to the class in a visual format (poster, infographic, or slides) and engage in a Q&A session. The project will include:

● Consumer Organization Type Sort & Case Study Analysis: Interactive activity where students categorize real-world organizations as for-profit, nonprofit, or government, followed by a mini-research project into one example of each. ● Product Life Cycle Exploration: Students are introduced to the stages (Introduction, Growth, Maturity, Decline) and analyze where common products fall within that cycle. ● Debate or Discussion: “Is innovation always a good thing?”—students explore the ethical, environmental, and social implications of technological advancements.

● Identification of the type of business that created/distributes it. ● A product life cycle analysis (with visuals). ● A reflection on how innovation has improved or harmed society in this case. ● Recommendations for how the company can innovate responsibly moving forward.

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Business Basic, Business 101 Unit 1 STAGE 3: LEARNING PLAN First Topic: The Role of Innovation in Business and Society

Estimated # of Lessons: 2-3

Learning Targets: Essential Question: ● I can explain what innovation means in ● How do innovation and technology shape the business and provide real-world examples. products and services we use every day? ● I can analyze how innovation affects ● In what ways do consumers influence the products, operations, and customer direction of businesses through their experience. purchasing choices? ● I can evaluate both positive and negative ● How do innovations both benefit and challenge society and the environment? impacts of innovation on society and the environment.

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Innovation Pros & Cons T-Chart: Students analyze one innovation and list its societal benefits and drawbacks. ● Case Study Analysis: Review companies like Apple, Tesla, or Dyson—how has innovation shaped their growth? ● Timeline Activity: Create a visual timeline showing how one everyday product (e.g., phone, sneaker) has evolved due to innovation. ● Mini Documentary Viewing + Reflection: Watch a short business innovation doc (e.g., How We Got to Now) and journal responses.

Second Topic. Consumer Influence on Business Decisions

Estimated # of Lessons: 2-3

Learning Targets: ● I can explain how consumer purchasing power influences what businesses create and sell. ● I can identify current trends driven by consumer behavior (sustainability, ethical sourcing, tech features). ● I can explain how marketing and social media influence consumer choices.

Essential Questions: ● How do innovation and technology shape the products and services we use every day? ● In what ways do consumers influence the direction of businesses through their purchasing choices? ● How do innovations both benefit and challenge society and the environment?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Marketing Campaign Breakdown: Analyze ads and social media posts—how do companies target specific audiences? ● Mini-Debate: “Who has more power—consumers or companies?” ● Trend Tracker: Students research a current consumer trend (e.g., eco-friendly packaging) and present findings.

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Business Basic, Business 101 Unit 1 ● Business Response Case Study: Examine how a company changed a product or policy due to consumer feedback.

Third Topic: Types of Business Organizations

Estimated # of Lessons: 2-3

Learning Targets: ● I can compare and contrast for-profit, nonprofit, and government organizations and their roles in society.

Essential Questions: ● How do innovation and technology shape the products and services we use every day? ● In what ways do consumers influence the direction of businesses through their purchasing choices? ● How do innovations both benefit and challenge society and the environment?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Organization Type Sort: Students categorize real companies/agencies into for-profit, nonprofit, or government. ● Mission Statement Match-Up: Match organizations to their mission statements and discuss what that says about their purpose. ● Mini-Research Project: Students choose one of each type (e.g., Nike, Red Cross, USPS) and compare their structure and impact. ● Guest Speaker or Fieldtrip: have a local nonprofit or business representative talk about their mission and structure.

Fourth Topic: The Product Life Cycle

Estimated # of Lessons: 2-3

Learning Targets: ● I can identify and explain the five stages of the Product Life Cycle (Introduction, Growth, Maturity, Decline, Saturation). ● I can analyze how businesses respond differently at each stage of the product life cycle. ● I can classify real products into their current life cycle stage and explain my reasoning.

Essential Questions: ● How do innovation and technology shape the products and services we use every day? ● In what ways do consumers influence the direction of businesses through their purchasing choices? ● How do innovations both benefit and challenge society and the environment?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples of each stage. ● Life Cycle Sorting Activity: Students place familiar products into the correct life cycle stages with justifications. ● Case Study Exploration: Review a product like the iPod or fidget spinner—map out its life cycle and business response. ● Reinvent the Product Challenge: Pick a product in the decline stage and brainstorm how to revamp it.

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Business Basic, Business 101 Unit 2

Course Name: Business Basic, Business 101 Unit 2 Title: Making the Plan: Business Strategy & Management

Est. # of Lessons: 6-8

Unit Overview: Understanding what businesses make and why is just the beginning. To truly succeed, businesses need a strategic plan that can adapt as the world around them changes. Next, we discover how business plans guide companies while staying flexible enough to pivot when needed. Through authentic case studies, we explore how management structures work based on the evolution of the workforce, world events, and new markets.

STAGE 1: DESIRED RESULTS Established Goals ● SM:063 - Discuss the nature of managerial planning (SP) ● SM:064 - Explain managerial considerations in organizing (SP) ● SM:028 - Describe factors that influence management (MN) ● SM:095 - Explain the nature of change management (SP) ● SM:096 - Explain the change-management lifecycle (SP) ● HR:490 - Describe the nature of humanresources planning (SU) ● HR:415 - Discuss factors that impact human resources management (SP)

Understandings ● A business plan is a strategic roadmap that guides decision-making, but must remain flexible to respond to changing markets, consumer trends, and unexpected challenges. ● Organizational structure and management hierarchy determine how information flows, decisions are made, and work gets executed within a company. ● The U.S. workforce has evolved significantly due to technological advances, demographic shifts, and changing employee expectations around work-life balance and workplace culture.

Transfer Goals ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions ● How does a business plan help companies succeed—and what happens when plans need to change? ● How do organizational structures and management styles shape the way businesses operate? ● How has the U.S. workforce changed, and what does that mean for how businesses need to adapt?

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Business Basic, Business 101 Unit 2 ● Effective managers understand that delegation, leadership style, and span of control directly impact employee productivity and organizational success.

Knowledge

Skills (Framed as Learning Targets)

● Purpose and Flexibility of a Business Plan ● The Changing U.S. Workforce ● Organizational Structure & Leadership Roles

● I can identify the key components of a business plan and explain their purpose. ● I can conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) for a real or hypothetical business. ● I can explain why business plans must remain flexible and adapt to changing conditions. ● I can describe different organizational structures and explain how chain of command works in businesses. ● I can evaluate how businesses respond to unexpected challenges by revising their strategies. ● I can explain how the U.S. workforce has evolved and how businesses must adapt to meet changing employee expectations.

Key Vocabulary: business plan, strategy, mission statement, vision statement, objectives, contingency plan, swot analysis, adaptability, workforce demographics, automation, remote work, diversity & inclusion, work-life balance, reskilling / upskilling generational differences, organizational structure, chain of command, span of control, supervisor, middle manager, executive, delegation, leadership styles

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● SWOT Analysis: Students will apply SWOT analysis in a creative and strategic way to compare and analyze two different local businesses creating and developing and presenting a marketing plan for the company. Collaborative group project.

● Scenario Challenge: Groups respond to "unexpected events" (e.g., supply chain delays) and revise a mini-plan. ● Real-World Case Study: Study a company that adapted (e.g., Netflix)—or failed to adapt (e.g., Blockbuster, Redbox) to identify innovations and customer behavior that impacted company longevity.

STAGE 3: LEARNING PLAN First Topic: The Purpose and Flexibility of a Business Plan

Estimated # of Lessons: 3-4

Learning Targets: ● I can identify the key components of a business plan and explain their purpose ● I can conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) for a

Essential Questions: ● How does a business plan help companies succeed—and what happens when plans need to change? ● How do organizational structures and

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Business Basic, Business 101 Unit 2 real or hypothetical business ● I can explain why business plans must remain flexible and adapt to changing conditions

management styles shape the way businesses operate? ● How has the U.S. workforce changed, and what does that mean for how businesses need to adapt?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Mini SWOT - a superhero and their villain, then develop and present a unique, detailed plan (storyline or strategy) where the superhero uses their strengths and opportunities to overcome the villain’s strengths. Developing and presenting a marketing plan. ● Strategic Brainstorm: Students develop a simple plan for a hypothetical business idea Second Topic: Adapting Plans / Organizational Structure

Estimated # of Lessons: 2-3

Learning Targets: ● I can describe different organizational structures and explain how chain of command works in businesses. ● I can evaluate how businesses respond to unexpected challenges by revising their strategies. ● I can explain how the U.S. workforce has evolved and how businesses must adapt to meet changing employee expectations.

Essential Questions: ● How do organizational structures and management styles shape the way businesses operate? ● How has the U.S. workforce changed, and what does that mean for how businesses need to adapt?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Business plan "Pivot Pitch" explaining how they will adjust their business model while staying true to their core mission.

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Business Basic, Business 101 Unit 3

Course Name: Business Basic, Business 101 Unit 3 Title: Making It Happen: Motivation, Culture & Execution

Est. # of Lessons: 3-6

Unit Overview: Creating a solid plan and management structure is essential, but success depends on how well all the pieces work together to execute that vision. Through authentic case studies, we examine what disrupts even the best-laid plans and explore the psychology behind employee motivation—learning how companies inspire their teams to turn strategy into action and achieve their goals.

STAGE 1: DESIRED RESULTS Established Goals ● SM:080 - Explain motivation theories and their applications (MN) ● SM:066 - Discuss managerial considerations in directing (SP) ● SM:004 - Describe the nature of managerial control (SP) ● EI:079 - Explain the nature of managerial ethics (MN) ● HR:451 - Develop employee-relations programs (MN) ● HR:515 - Discuss issues associated with workplace diversity (SP)

Understandings ● Employee motivation is driven by both psychological factors (purpose, recognition, autonomy) and practical factors (compensation, work environment, growth opportunities). ● Strong leadership creates workplace cultures where employees feel valued, engaged, and committed to organizational goals. ● Even the best strategic plans fail without effective execution—which requires motivated teams, clear communication, and the ability to overcome obstacles. ● Workplace culture shapes employee behavior, retention, and productivity, making it a critical factor in business success.

Transfer Goals ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Essential Questions ● What actually motivates people to do their best work? ● How does leadership impact workplace culture and employee performance? ● Why do some businesses fail to execute their plans, even when the strategy looks great on paper?

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Business Basic, Business 101 Unit 3 Knowledge

Skills (Framed as Learning Targets)

● Key motivational theories ● Importance of leadership in the workplace ● Having students understand the importance of their own personal strengths and areas for growth. ● Key Vocabulary: leadership, span of control, decentralization, standardization, autocratic, democratic, motivation, intrinsic motivation, extrinsic motivation, maslow, hierarchy of needs herzberg, motivators, hygiene, cognitive bias, aptitude, physiological, accountability, pivot, variable, transparency

● I can explain key motivation theories (Maslow, Herzberg) and how they apply to workplace performance. ● I can identify the psychological and practical factors that motivate employees to do their best work. ● I can describe different leadership styles and analyze how they impact workplace culture. ● I can explain common obstacles that prevent businesses from successfully executing their plans. ● I can evaluate how companies use motivation strategies to achieve organizational goals.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Leadership Gone Wrong Students select from a scenario that shows an instance in which the leader of the company is having a negative effect on the work place. They will have to create a plan to present to their class in a visual format (poster, infographic, or slides) and engage in a Q&A session. The project will include:

Motivational Theories: Creating pictograms and or slide shows to show understanding of Motivation Theory and Theories and how their influence on business and employee motivation.

● What does good leadership look like- give five specific examples ● Re-cap / explanation of the video or scenario that you was assigned / chosen ● What were the leadership issues in the video- give specific examples ● How can / do these issues impact the workplace? ● If you were the Executive/ CEO what steps would you take to change this behavior?

Give specific steps for your plan and examples

Strategy-to-Action Map Students choose a company they know . and create a one-page visual “map,” they outline: ● The company’s goal/strategy ● The management structure that supports it ● Ways leaders motivate employees to carry it out They then explain in a short paragraph how all three elements work together to drive success.

STAGE 3: LEARNING PLAN First Topic: Understanding Employee Psychology and Motivation

Estimated # of Lessons: 2-3

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Business Basic, Business 101 Unit 3 Learning Targets: ● I can explain key motivation theories (Maslow, Herzberg) and how they apply to workplace performance. ● I can identify the psychological and practical factors that motivate employees to do their best work. ● I can evaluate how companies use motivation strategies to achieve organizational goals.

Essential Questions: ● What actually motivates people to do their best work? ● What are the key psychological factors that influence employee motivation and why do they matter in workplace performance

Learning Activities ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Analyze Maslow’s Hierarchy of Needs through the lens of workplace motivation; students will categorize specific professional incentives—such as job security, office culture, and leadership opportunities—into their corresponding tiers. ● Students will conduct a “Professional Aptitude” and “Learning Style” Assessment to generate a personal 'Leadership Profile.' Students will use these results to determine their optimal roles within their event-planning teams.

Second Topic: Communication and Leadership in Business

Estimated # of Lessons: 2-3

Learning Targets: ● I can describe different leadership styles and analyze how they impact workplace culture. ● I can explain common obstacles that prevent businesses from successfully executing their plans.

Essential Questions: ● How does leadership impact workplace culture and employee performance?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● The "Great Communication" Breakdown- Play the "telephone" game with a business twist. ● Watch the first episode of Undercover Boss and have students analyze how the company’s policies , procedures and standards impacted their employees and customers.

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Business Basic, Business 101 Unit 4

Course Name: Business Basic, Business 101 Unit 4 Title: Your Turn: Planning & Pitching a Real Event

Est. # of Lessons: 5-8

Unit Overview: Now that we better understand what motivates teams and how business pieces fit together, it's time to put it all into action. Working in teams, we plan, organize, and pitch a full-scale event—like a product launch, fundraiser, awareness campaign, or community festival—bringing together management, finance, and operations to create something meaningful and impactful. Throughout the planning, we also begin to explore how marketing is an essential concept for a successful product launch.

STAGE 1: DESIRED RESULTS Established Goals ● PJ:005 - Initiate project (SP) ● PJ:006 - Prepare work breakdown structure (WBS) (SP) ● PJ:007 - Manage project team (SP) ● PJ:009 - Execute and control projects (SP) ● OP:358 - Plan events (MN) ● OP:233 - Plan meetings (SP) ● CO:195 - Explain the nature of communications plans (SP) ● CO:196 - Implement a communications plan (SP)

Transfer Goals ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Successful events require strategic planning (vision and goals) and operational planning (logistics and execution) working together. ● Effective teamwork depends on clear role definition, open communication, shared decision-making, and accountability. ● Marketing is essential to event success— without effective promotion and messaging, even well-planned events can fail to attract audiences. ● Real-world business projects require balancing competing constraints: budget limitations, time pressures, resource

● What's the difference between planning what you want to achieve and planning how you'll actually make it happen? ● How do successful teams organize themselves to turn ideas into reality? ● What role does marketing play in whether an event succeeds or fails?

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Business Basic, Business 101 Unit 4 availability, and audience expectations.

Knowledge

Skills (Framed as Learning Targets)

● Strategic vs Operational Planning ● Different type of marketing strategies Key Vocabulary: vision statement, mission statement, stakeholder, organizational chart, project management, chain of command, synergy, conflict resolution, delegation, contingency plan, capital, overhead costs, profit margin, return on investment (roi), fixed vs. variable costs, sponsorship, marketing mix (4 ps), promotional strategy, goal setting (SMART goals)

● I can explain the difference between strategic planning (what we want to achieve) and operational planning (how we'll make it happen). ● I can identify the key components needed to plan a successful event or product launch. ● I can create a marketing plan for an event that includes target audience, messaging, and promotional strategies. ● I can work collaboratively to develop a realistic event plan that addresses management, finance, and operations. ● I can present and defend my event plan using clear reasoning and evidence.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Event Pitch Project Students will demonstrate their ability to apply core business concepts by collaboratively planning, organizing, managing, and marketing a full-scale event and work together to turn a business vision into a successful outcome.

They will show understanding of: ● effective management structures, ● financial decision-making, ● teamwork, ● motivation, ● marketing strategies Assessment Method: ● Presentation ● Visual materials (e.g., slides, posters, prototypes, or mock ads). ● Evidence of organization and planning ● Feasibility and originality of event ● Q&A session

“Team Blueprint” Students create a “Team Blueprint” document that includes: ● The event idea (e.g., product launch, fundraiser, festival) ● Each member’s role and responsibilities (finance, operations, marketing, management, etc.) ● A short description of how decisions will be made and communication will occur ● Teams present a quick 2-minute overview to the class or submit digitally for feedback.

STAGE 3: LEARNING PLAN First Topic: Strategic Planning

Estimated # of Lessons :2-3

Learning Targets:

Essential Questions:

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Business Basic, Business 101 Unit 4 ● I can explain the difference between strategic planning (what we want to achieve) and operational planning (how we'll make it happen). ● I can identify the key components needed to plan a successful event or product launch. ● I can create a marketing plan for an event that includes target audience, messaging, and promotional strategies.

● What's the difference between planning what you want to achieve and planning how you'll actually make it happen? ● What role does marketing play in whether an event succeeds or fails?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Students will analyze the correlation between various marketing strategies and brand success, identifying which promotional tactics yield the best results for specific products and large-scale events. ● Students will construct a comparative T-chart to differentiate between Strategic (long-term vision) and Operational (day-to-day execution) planning. This serves as a primary reference tool and foundational blueprint for their upcoming project.

Second Topic: Execution

Estimated # of Lessons: 2-3

Learning Targets: ● I can identify the key components needed to plan a successful event or product launch. ● I can work collaboratively to develop a realistic event plan that addresses. management, finance, and operations ● I can present and defend my event plan using clear reasoning and evidence.

Essential Questions: ● How do successful teams organize themselves to turn ideas into reality?

Learning Activities: ● Visualize how different business departments must communicate to execute an event. ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● The Spider Web- each student is assigned a specific role (e.g., Social Media Manager, Budget Director, Logistics Lead, Volunteer Coordinator) Students must literally draw lines (on a large paper or whiteboard) to the other roles and write on each line whey they need that role to be successful, at the end they have created their Spider Web and understand the importance of collaboration and teamwork ● Students will participate in a series of collaborative challenges—such as the “Marshmallow Tower” and the “Fourth Little Pig's House”—to analyze how collective problem-solving and resource management drive a team toward a singular objective.

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Business Basic, Business 101 Unit 5

Course Name: Business Basic, Business 101 Unit 5 Title: Going Global: Marketing Strategies That Win

Est. # of Lessons: 5-8

Unit Overview: Let's explore how the biggest brands fight for attention and loyalty on a global stage. In this final unit, we explore what it takes to market successfully in an increasingly connected global marketplace by comparing U.S. and international markets and examining what makes businesses truly competitive.

Through research and analysis of industry leaders, we discover the marketing strategies that help companies dominate their fields. This sets the foundation for even deeper exploration of specialized marketing concepts in future courses.

STAGE 1: DESIRED RESULTS Established Goals ● EI:082 - Explain the impact of business customs and practices on global trade (SP) ● EI:083 - Describe the nature of business customs and practices in the North American market (SP) ● SM:029 - Discuss the nature of global management (MN) ● SM:048 - Determine business's overall global strategy (ON) ● CR:037 - Determine customer acquisition and retention strategy (MN)

Understandings Global marketing requires cultural intelligence—successful brands adapt their messaging, products, and strategies to resonate with diverse international audiences. ● The 4 Ps of marketing (Product, Price, Place, Promotion) must be strategically aligned to create a compelling value proposition for target customers. ● Competitive advantage comes from differentiation—brands that stand out through innovation, customer experience, pricing strategy, or emotional connection ●

Transfer Goals ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions ● How do cultural and economic differences change the way companies market their products around the world? ● What makes a brand stand out and win customer loyalty in a competitive global marketplace? ● What happens when businesses use the same marketing strategies internationally that worked in the U.S.?

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Business Basic, Business 101 Unit 5 win customer loyalty. ● What works in the U.S. market may not work internationally due to cultural values, economic conditions, language barriers, and local competition.

Knowledge ● The 4 Ps of marketing (Product, Price, Place, Promotion) and how they work together. ● The importance of Cultural norms ● How Brand Loyalty effects consumerism ● The importance of Global Marketing in society Key Vocabulary: glocalization, localization, cultural intelligence (cq), trade barrier, global branding, competitive advantage, market share, differentiation strategy, barriers to entry, global supply chain, brand equity, psychographics, digital footprint, market penetration, market segmentation (geographic vs. demographic), niche marketing

Skills (Framed as Learning Targets) ● I can explain the 4 Ps of marketing (Product, Price, Place, Promotion) and how they work together. ● I can analyze how businesses adapt the marketing mix for different markets (U.S. vs. international). ● I can compare U.S. and international markets and explain how cultural, economic, and social factors influence marketing strategies. ● I can evaluate what makes a business competitive globally by analyzing their pricing, branding, innovation, and customer experience. ● I can research and identify marketing strategies that global companies use to build brand loyalty. ● I can present my analysis of competing brands using clear data, examples, and reasoning.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment “Battle of the Brands” Analysis ● Students select two major competitors (e.g., Nike vs. Adidas, McDonald’s vs. Burger King, Apple vs. Samsung). ● They complete a comparison chart or short written analysis answering: ○ What makes each brand successful globally? ○ What strategies do they use to win customer attention and loyalty? ○ Which brand has the stronger marketing approach, and why?

Assessment Method: ● Depth of competitive analysis ● Use of marketing concepts (branding,

Formative Assessment “Brand Loyalty Pitch” Students work in pairs or small groups and are assigned two competing brands (e.g., Coke vs. Pepsi, Nike vs. Adidas, Apple vs. Samsung).

Each team chooses one brand to defend and creates a 1-minute persuasive “pitch” explaining why their brand deserves customer loyalty.

They must include: ● The brand’s unique selling point ● How it connects with global consumers ● One marketing strategy that strengthens loyalty

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Business Basic, Business 101 Unit 5 loyalty, differentiation) ● Ability to support opinions with evidence ● Students research how the brand markets itself in the U.S. vs. one other country. ● How does the product, slogan, or ad change? ● What cultural or economic factors drive those differences? ● Students share findings through a short slide, infographic, class discussion

After pitches, students vote on which brand had the strongest argument.

STAGE 3: LEARNING PLAN First Topic: Analysis

Estimated # of Lessons: 2-3

Learning Targets: Essential Questions: ● I can explain the 4 Ps of marketing (Product, ● What makes a brand stand out and win Price, Place, Promotion) and how they work customer loyalty in a competitive global together. marketplace? ● I can analyze how businesses adapt the ● How do cultural and economic differences marketing mix for different markets (U.S. vs. change the way companies market their international). products around the world? ● I can compare U.S. and international markets ● What happens when businesses use the same and explain how cultural, economic, and marketing strategies internationally that social factors influence marketing strategies. worked in the U.S.? ● I can evaluate what makes a business competitive globally by analyzing their pricing, branding, innovation, and customer experience. ● I can research and identify marketing strategies that global companies use to build brand loyalty. ● I can present my analysis of competing brands using clear data, examples, and reasoning.

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● The "Broken" Product Pitch; Give each team a "useless" or "broken" item (e.g., a sock with a hole, a remote with no buttons, a dried-up marker). Students need to create a 60-second commercial / pitch to rebrand this item as a "must-have" luxury product. ● "Standardization vs. Localization" Sorting Game- Print out (or display) 10-15 images of advertisements or packaging for the same brand from different countries. Students must categorize them into two piles: Standardized (looks exactly like the U.S. version) or Localized (changed for the local market). They must then hypothesize why the brand chose to change (or keep) the look..

Learning the Balancing act of "Brand Consistency" with "Local Relevance" is the hardest part of global marketing.

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Business Basic, Business 101 Unit 5 • Analyze how brands adapt product features and pricing to local economic realities and cultural tastes. Students will pull a brand that exists globally (e.g., Coca-Cola, IKEA, or KitKat) and must find three specific differences between the U.S. version and an international version of that brand.

They must categorize these changes as Economic (e.g., smaller packaging for lower price points) or Cultural (e.g., "Green Tea" flavored KitKats in Japan) showing their understanding that global marketing requires "Giocalization"-thinking globally but acting locally

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Marketing & Branding MARKETING AND BRANDING (Previously BUSINESS 102: Marketing and Branding) COURSE #: WHN404

0.5 credit (FVA, STEM)

PREREQUISITE: Business Basics This intermediate course takes you beyond the basics as you explore specialized marketing concepts and discover how successful businesses use them to win customers. We learn the art of branding—from choosing the perfect colors and typography to crafting messaging that resonates with your target audience—while learning how advertising, social media, and generational marketing strategies influence purchasing decisions. Put your skills into action through exciting real-world projects like designing food truck concepts, creating subscription box brands, and developing new products for the school store.

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Marketing and Branding Marketing and Branding Ready to create brands people love and marketing that drives sales? This intermediate course takes you beyond the basics as you explore specialized marketing concepts and discover how successful businesses use them to win customers. We learn the art of branding—from choosing the perfect colors and typography to crafting messaging that resonates with your target audience—while learning how advertising, social media, and generational marketing strategies influence purchasing decisions. Put your skills into action through exciting real-world projects like designing food truck concepts, creating subscription box brands, and developing new products for the school store.

Unit 1: Marketing Fundamentals: Product, Price, Place, Promotion 2-3 Weeks

Unit 2: Branding Essentials: Creating Unforgettable Brands 2-3 Weeks

Unit 3: Digital Marketing: Campaigns That Convert 2-3 Weeks

Unit 4: Brand Launch Project: From Concept to Pitch 7-10 Weeks

Ever wonder why you can't stop thinking about certain products or brands? In this unit, you'll discover how marketing drives the economy and influences the choices we make every day.

We'll explore the marketing mix (product, price, place, and promotion), learn how companies develop and position new products, and uncover the research tactics businesses use to understand consumer behavior. By the end, you'll see the strategy behind every ad, store display, and viral product launch.

Now that you understand how marketing works, let's explore what makes certain brands unforgettable.

We learn why branding is the secret weapon that turns products into cultural icons and customers into loyal fans. We break down what brand identity really means, analyze how successful companies like Nike, Apple, and others built their empires, and discover how businesses identify target markets and create detailed customer profiles. We tailor marketing strategies to specific audiences—the key to making sure your message hits the right people at the right time.

You know who your customers are— now it's time to reach them where they spend most of their time: online. Next, we master digital and social media marketing strategies that dominate today's advertising landscape. We explore how to design and execute promotional campaigns across platforms like Instagram, TikTok, and YouTube, and learn to use data and analytics to measure what's actually working. By the end, we know how to create promotions that grab attention, drive action, and prove their worth.

Ready to launch your own brands and bring your ideas to life? We end our year by putting everything you've learned into action through realworld projects like designing a food truck concept, creating a subscription box brand, or developing new products for the school store. We collaborate with classmates (and possibly other classes) to build complete marketing plans from scratch and pitch your ideas like a pro. This is your chance to think like an entrepreneur, work as a team, and see if your marketing strategies can win over real audiences.

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Marketing and Branding Unit 1

Course Name: Marketing and Branding Est. # of Lessons: 8-10 Unit 1 Title: Marketing Fundamentals: Product, Price, Place, Promotion Unit Overview: Ever wonder why you can't stop thinking about certain products or brands? In this unit, you'll discover how marketing drives the economy and influences the choices we make every day. We'll explore the marketing mix (product, price, place, and promotion), learn how companies develop and position new products, and uncover the research tactics businesses use to understand consumer behavior. By the end, you'll see the strategy behind every ad, store display, and viral product launch.

STAGE 1: DESIRED RESULTS Established Goals ● PM:001 - Explain the nature and scope of the product/service management function (SP) ● PM:024 - Identify the impact of product life cycles on marketing decisions (SP) ● PM:003 - Explain the concept of product mix (SP) ● PM:127 - Identify methods/techniques to generate a product idea (SP) ● PM:128 - Generate product ideas (SP) ● MP:001 - Explain the concept of marketing strategies (CS) ● MP:003 - Explain the concept of market and market identification (CS) ● PI:001 - Explain the nature and scope of the pricing function (SP) ● PI:002 - Explain factors affecting pricing decisions (SP) ● CM:001 - Explain the nature and scope of channel management (CS) ● CM:003 - Explain the nature of channels of distribution (CS) ● PR:001 - Explain the role of promotion as a marketing function (CS) ● PR:003 - Identify the elements of the promotional mix (SP) ● IM:012 - Describe the need for marketing data (CS) ● IM:010 - Explain the nature of marketing research (SP) ● IM:281 - Describe options businesses use to obtain marketing research data (SP)

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

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Marketing and Branding Unit 1 Understandings ● Every purchase we make—from a morning coffee to a new pair of sneakers—has been shaped by deliberate decisions about product, price, place, and promotion.

These four elements work as a system; when one is off, the whole strategy suffers. ● Consumers don't always know why they buy what they buy. Successful marketers dig beneath surface preferences to understand the needs, emotions, and behaviors that actually drive decisions. ● Products have lifespans. Recognizing where a product sits in its life cycle helps businesses know when to invest, when to pivot, and when to let go. ● Good marketing decisions are grounded in research, not guesswork. The companies that listen to their customers outperform those that assume they already know.

Knowledge ● The components of the marketing mix (Product, Price, Place, Promotion) and how they function interdependently ● The stages of the Product Life Cycle (Introduction, Growth, Maturity, Decline) and typical business responses at each stage ● Types of consumer utility (form, place, time, possession) and how they add value ● Methods businesses use to gather marketing research (surveys, focus groups, observation, data analytics) ● Factors that influence pricing decisions (costs, competition, demand, perceived value, customer expectations) ● How distribution channels move products from manufacturer to consumer ● The elements of the promotional mix (advertising, sales promotion, public relations, personal selling, direct marketing)

Essential Questions ● Why do we choose one product over a nearly identical alternative—and what does that reveal about how marketing works on us? ● How do marketers learn what consumers actually want (not just what they say they want)? ● When is a product worth saving, and when is it time to move on? ● Where do you see the 4 Ps at work in your own purchasing decisions—and where do you see them fail?

Skills (Framed as Learning Targets) ● I can analyze how a company's 4 Ps work together as a system—and recommend adjustments when elements are misaligned. ● I can identify and explain the stages of the Product Life Cycle and how businesses respond differently at each stage.. ● I can design and interpret basic marketing research to understand what drives consumer decisions. ● I can evaluate pricing strategies and calculate breakeven points to understand the financial side of marketing decisions. ● I can map how products reach consumers through distribution and promotion—and generate ideas to fill market gaps. ● I can generate product ideas based on market needs and opportunities.

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Marketing and Branding Unit 1 Key Vocabulary: marketing mix, product life cycle, utility, branding, packaging, customer profile, price, breakeven point, place, promotion, market research, distribution channel, promotional mix STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Consumer Behavior & Research Report ● Description: Students design a short marketing research plan. ● Task: Identify target consumers, research methods, and explain how results influence decisions.

Assessment Method: ● Presentation ● Visual materials (e.g., slides, posters, prototypes, or mock ads). ● Evidence of organization and planning ● Feasibility and originality of event ● Q&A session

Marketing Mix Breakdown (4 Ps Mini-Case) ● Students will analyze a familiar product (Nike sneakers, Starbucks drink, iPhone). ● They will identify and explain each of the 4 Ps and how they work together. ● Final product - they will create a one-page worksheet or collaborative slide

STAGE 3: LEARNING PLAN First Topic: The Core of Marketing

Estimated # of Lessons: 2-3

Learning Targets: ● I can differentiate between a consumer's needs and wants and explain how marketing addresses both. ● I can identify the primary functions of marketing and their role in the global economy. ● I can analyze how utility (form, place, time, and possession) adds value to a product.

Essential Question: ● How does marketing bridge the gap between a consumer's need and a producer's product? ● How do marketers transform a basic commodity into a "must-have" brand? ● In what ways does marketing impact the overall economy and our daily standard of living?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● “Consumer Behavior Gallery Walk”-Posters or digital slides display different consumer profiles (teens, families, luxury buyers). Students rotate, adding sticky-note responses about how each group’s behavior affects marketing decisions. ● The "Inconvenience" Invention: Students identify a daily frustration (e.g., tangled headphones,

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Marketing and Branding Unit 1 cold coffee) and brainstorm a product/service to solve it. They must define the Utility it provides (Form, Time, Place, or Possession). ● Brand Archetype Sorting: I will show 20 famous brands' logos. Students must categorize them by the "personality" they project (e.g., The Rebel, The Caregiver, The Innovator) to understand how marketing creates identity.

Second Topic: Consumer Behavior & Market Research ● I can identify the stages of the Product Life Cycle and how they impact marketing decisions. ● I can calculate markup and break-even points to understand the financial side of pricing. ● I can compare and contrast different pricing strategies (skimming vs. penetration) for a new product launch.

Estimated # of Lessons: Essential Questions: ● How does a company create a Customer Profile ● What factors determine the "right" price for a product? ● Why do companies choose to price similar items differently in different markets?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● The Blind Brand Challenge" – compare generic vs. name-brand products and discuss why we pay more for the brand. ● The "Trash to Treasure" Profile: Provide "receipts" or "trash items" from a fictional person's wallet.

Students must work backward to build a Psychographic Profile of who that person is (hobbies, values, social class).

Third Topic: The Marketing Channel

Estimated # of Lessons:

Learning Targets: Essential Questions: ● I can map the distribution channel of a ● Why does it matter where a product is sold, product from the manufacturer to the end and how does that location affect its brand consumer. image? ● I can categorize various types of ● How do companies choose the right promotion (advertising, PR, sales "channel" to reach their specific target promotion) and explain the purpose of audience? each. ● I can evaluate which promotional channels are most effective for specific demographic groups.

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● Map the journey of a specific product (e.g., an iPhone or a bag of Takis) from the factory to the

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Marketing and Branding Unit 1 consumer's hand. ● The Omni-Channel Challenge: Assign a brand (like Nike). Students must find how that brand’s "Place" strategy differs between their own website, a boutique sneaker shop, and a big-box retailer like Kohl's.

Fourth Topic: Innovation & The Pivot

Estimated # of Lessons: 2-3

Learning Targets: ● I can identify the signs of a product entering the Decline phase and suggest strategies for "rebranding." ● I can explain how Market Disruption occurs through innovative marketing or technology. ● I can brainstorm product improvements based on specific consumer pain points identified through research.

Essential Questions: ● Why do some products become "viral" while others fail immediately? ● How can a company reinvent a product that has reached the "decline" stage of its life cycle? ● How do you balance creative ambition with practical constraints—without losing what makes your idea special?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● The "Competitor Sabotage" (Ethical SWOT): Students pick a brand they love and perform a SWOT. Then, acting as a competitor, they must find one weakness from that SWOT and design an ad campaign specifically to "attack" that vulnerability. ● "Revive a Brand" – Students take a product in the "decline" phase and pitch a way to bring it back to the "growth" phase.

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Marketing and Branding Unit 2

Course Name: Marketing and Branding Unit 2 Title: Branding Essentials: Creating Unforgettable Brands

Est. # of Lessons: 8

Unit Overview: Now that you understand how marketing works, let's explore what makes certain brands unforgettable. We learn why branding is the secret weapon that turns products into cultural icons and customers into loyal fans. We break down what brand identity really means, analyze how successful companies like Nike, Apple, and others built their empires, and discover how businesses identify target markets and create detailed customer profiles. We tailor marketing strategies to specific audiences—the key to making sure your message hits the right people at the right time.

STAGE 1: DESIRED RESULTS Established Goals ● PM:206 - Explain the nature of corporate branding (SP) ● PM:021 - Explain the nature of product/service branding (SP) ● PM:042 - Describe factors used by marketers to position products/services (SP) ● PM:207 - Describe factors used by businesses to position corporate brands (SP) ● PM:272 - Identify company's unique selling proposition (MN) ● PM:126 - Build corporate brands (ON) ● PM:209 - Build product/service brand (MN) ● MP:003 - Explain the concept of market and market identification (CS) ● MP:004 - Identify market segments (MN) ● MP:031 - Develop customer profile (MN) ● MP:005 - Select target market (MN) ● PR:042 - Describe factors used by marketers to position products/services (SP)

Understandings

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Essential Questions

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Marketing and Branding Unit 2 ● A brand lives in people's minds, not on a product label. It's the sum of every interaction, impression, and emotion a customer associates with a company—and it takes years to build but moments to destroy. ● The most successful brands don't try to appeal to everyone. They identify specific audiences, learn what those people truly value, and craft every message, image, and experience to resonate deeply with that group. ● Visual choices communicate before words do. Colors, typography, imagery, and design create instant impressions that either invite customers in or push them away—often without anyone consciously noticing. ● Brand loyalty isn't about repeat purchases; it's about identity. When customers see a brand as part of who they are, they become advocates who defend it, promote it, and forgive its mistakes. ● Positioning is a battle for perception. In crowded markets, what matters isn't just what you offer—it's how customers see you compared to everyone else.

Knowledge ● The distinction between a product (tangible features and functions) and a brand (intangible perceptions, emotions, and associations) ● The components of brand identity: visual identity, messaging, values, personality, and voice ● How brand equity adds measurable financial value to a company ● The psychology of color and typography in brand perception ● Methods for segmenting markets: demographic, geographic, psychographic, and behavioral ● How to construct detailed customer personas based on research and data ● The stages of the brand loyalty pyramid: recognition, preference, insistence, and

● What transforms a product into a brand that people love and remember? ● How do brands earn loyalty that survives mistakes, competitors, and changing trends? ● Why do people pay premium prices for brands when cheaper alternatives exist—and what does that reveal about what we're really buying? ● Why do some brands become cultural icons while others are forgotten? ● How does positioning determine whether a brand wins or loses in the marketplace? ●

Skills (Framed as Learning Targets) ● I can analyze what makes a brand more than a product—evaluating how identity elements, positioning work together (visual identity, messaging, values, personality). ● I can analyze and create visual brand elements (color, typography, imagery) that communicate a brand's intended personality to its target audience. ● I can explain what market segmentation is and identify different ways to segment markets ● I can develop a detailed customer profile for a target audience. ● I can evaluate how brands maintain consistency while adapting to different audiences and cultural contexts. ● I can evaluate how brands maintain consistency while adapting to different

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Marketing and Branding Unit 2 advocacy ● How brands adapt to different cultures and markets while maintaining core identity

audiences.

Key Vocabulary: brand identity, brand equity, brand loyalty, target market, customer persona, market segmentation, brand promise, brand voice, touchpoint, positioning statement, unique selling proposition, visual identity, brand archetype STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

The Brand Audit Case Study Students choose a major brand (e.g., Netflix, Yeti, or Red Bull) and create a 5-slide visual presentation. They must identify:

Brand Community Case Study – Watch a short clip on a brand "cult" (like Jeep or Harley Davidson) and analyze what social needs that brand is fulfilling for the owner.

○ The brand's Visual Identity (color/logo analysis). ○ The primary Market Segments they target. ○ A sample Customer Persona they believe the brand is chasing. ○ Their Brand Equity (what makes them more valuable than a generic competitor?)

Assessment Method: ● Presentation ● Visual materials (e.g., slides, posters, prototypes, or mock ads). ● Evidence of organization and planning ● Feasibility and originality of event ● Q&A session

The Reverse-Engineered Persona ● The Task: Provide students with a "Digital Footprint" (a list of a fictional person's recent Google searches, liked Instagram posts, and a recent Amazon order). ● Students must fill out a Customer Persona sheet for this person, identifying their Demographics and Psychographics ensuring they can move from raw data to a human profile

STAGE 3: LEARNING PLAN First Topic: Brand vs. Product

Estimated # of Lessons: 2-3

Learning Targets: ● I can distinguish between the tangible attributes of a product and the intangible elements of a brand. ● I can explain how Brand Equity adds financial value to a company.

Essential Question: ● How does a brand act as a "promise" to the consumer? ● Why are consumers willing to pay a premium price for a logo when the physical product is identical to a generic version?

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Marketing and Branding Unit 2 ● I can identify the core components of a Brand Identity (mission, vision, and values).

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The Logo Deconstruction" – Students analyze famous logos (FedEx, Amazon, Apple) to find hidden meanings and psychological triggers in the design. ● "Brand Personality Match" – Give students a list of products (e.g., a plain white t-shirt) and have them design three different "brand personalities" for it (e.g., Luxury, Eco-Friendly, BudgetStreetwear).

Second Topic: Visual Identity & Color Psychology Estimated # of Lessons: 2-3 Learning Targets ● I can analyze the psychological associations of different colors and how they are used to influence consumer mood. ● I can select appropriate typography and imagery that aligns with a specific brand "vibe." ● I can create a Mood Board that visually represents a brand's aesthetic and emotional goals

Essential Questions: ● Why is consistency in visual branding critical for consumer trust? ● How can a change in visual identity (rebranding) save or destroy a company?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The Color Swap" – Students take a famous brand (like McDonald's) and swap its colors with a competitor (like Starbucks). They discuss how it changes their perception of the brand. ● "Mood Board Creation" – Using magazines or digital tools (Canva/Pinterest), students create a mood board for a fictional brand based only on a "vibe" card you give them.

Third Topic: Brand Loyalty & The "Fan" Factor

Estimated # of Lessons: 2-3

Learning Targets: Essential Questions: ● I can explain the stages of the Brand ● How do brands move a customer from "onetime buyer" to "loyal advocate"?

Loyalty Pyramid (Recognition, Preference, ● What role does community play in modern Insistence). ● I can evaluate the effectiveness of various branding? ● Why is it significantly cheaper to keep an Loyalty Programs and retention strategies. existing customer than to find a new one? ● I can identify the emotional triggers that turn a brand into a "lifestyle" or "cult" brand.

Learning Activities:

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Marketing and Branding Unit 2 ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The Loyalty Program Audit" – Students compare three different loyalty programs (Starbucks, Sephora, Amazon Prime) to see which offers the most "emotional" vs. "transactional" value.

Fourth Topic: Global Branding & Cultural Icons

Estimated # of Lessons: 2-3

Learning Targets: ● I can categorize a broad market into four distinct segments: Demographic, Geographic, Psychographic, and Behavioral. ● I can justify why a company would choose a specific Niche Market over a massmarket approach. ● I can use data to identify trends in consumer habits within my own community.

Essential Questions: ● Why is "targeting everyone" often the quickest way for a marketing campaign to fail? ● How do geography and climate dictate the way a brand presents itself? ● In what ways does our behavior as consumers (usage rate, loyalty) provide data for marketers?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The Ad Filter" – Students scroll through their social media feeds and "reverse engineer" why they were targeted for specific ads based on their own demographics/behaviors. ● "International Menu Check" – Students look at McDonald's or Coca-Cola menus from three different countries and explain how the brand adapted to local "Target Markets."

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Marketing and Branding Unit 3

Course Name: Marketing and Branding Unit 3 Title: Digital Marketing: Campaigns That Convert

Est. # of Lessons 8-10

Unit Overview: You know who your customers are—now it's time to reach them where they spend most of their time: online. Next, we master digital and social media marketing strategies that dominate today's advertising landscape. We explore how to design and execute promotional campaigns across platforms like Instagram, TikTok, and YouTube, and learn to use data and analytics to measure what's actually working. By the end, we know how to create promotions that grab attention, drive action, and prove their worth.

STAGE 1: DESIRED RESULTS Established Goals ● PR:007 - Explain types of advertising media (SP) ● PR:164 - Explain the nature of online advertising (SP) ● PR:165 - Explain the nature of email marketing tactics (SP) ● PR:364 - Explain the role of business websites in digital marketing (SP) ● PR:365 - Explain the use of social media for digital marketing (SP) ● PR:366 - Explain the use of video/images for digital marketing (SP) ● PR:276 - Describe mobile marketing tactics (SP) ● PR:299 - Discuss the use of search-engine optimization tactics for digital marketing (SP) ● PR:368 - Write copy for advertisements (SP) ● PR:370 - Write content for use on the website (SP) ● PR:371 - Write content for use in social media (SP) ● PR:389 - Maintain a consistent brand voice in social content (SP) ● PR:374 - Develop content marketing strategy (MN) ● PR:382 - Develop digital marketing campaign (MN) ● PR:383 - Develop digital marketing strategies (MN)

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

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Marketing and Branding Unit 3 ● PR:384 - Develop social media plan (MN) ● IM:410 - Track performance of promotional activities (SP) ● IM:468 - Monitor daily social-media analytics (SP) ● IM:430 - Monitor online brand and reputation (SP) ● CO:193 - Maintain day-to-day content on social platforms (SP) Understandings ● Attention is the scarcest resource in digital marketing. In a world of infinite content and constant scrolling, the brands that win are those that earn attention in seconds— and reward it with value. ● Every platform has its own culture, language, and expectations. Content that thrives on TikTok may fail on LinkedIn. Effective digital marketers adapt their message to fit the medium without losing their brand's core voice. ● Digital marketing's superpower is measurability. Unlike traditional advertising, every click, view, and conversion can be tracked—which means data should drive decisions, not hunches. ● Algorithms are gatekeepers.

Understanding how platforms decide what content gets seen—and what gets buried—is essential for reaching any audience online. ● Authenticity and transparency aren't optional anymore. Digital audiences detect and punish inauthenticity quickly.

The line between genuine recommendation and paid manipulation matters—legally and ethically.

Essential Questions ● How do you earn someone's attention when they can scroll past you in half a second? ● How do you know if your digital marketing is actually working—and what do you do when the data says it isn't? ● Where is the line between persuasion and manipulation in digital marketing—and who gets to decide?

Knowledge

Skills (Framed as Learning Targets)

● The digital marketing ecosystem: social media, email, websites, mobile, SEO, and paid advertising ● How search engines rank content and the basics of SEO (keywords, site structure,

● I can analyze how search engines work and apply SEO fundamentals to improve a website's visibility. ● I can develop platform-specific content strategies that adapt to each platform's

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Marketing and Branding Unit 3 mobile optimization, content relevance) ● The unique characteristics, audiences, and content formats of major platforms (Instagram, TikTok, YouTube, LinkedIn, etc.) ● How to interpret key performance metrics: engagement rate, reach, impressions, click-through rate (CTR), conversion rate, cost per mille (CPM), return on investment (ROI) ● The structure of effective digital content: hooks, value delivery, and calls to action ● FTC disclosure requirements and ethical standards for sponsored content and influencer marketing ● How algorithms determine content visibility across platforms

● ● ● ● ●

culture while maintaining a consistent brand voice.

I can identify what makes digital content shareable and engaging I can develop a social media plan that includes goals, target audience, content strategy, and posting schedule.

I can evaluate influencer partnerships for brand fit, audience alignment, and ethical compliance.

I can design and execute a cohesive digital marketing campaign across multiple channels.

I can track and interpret key metrics (engagement rates, reach, conversions, clickthrough rates).

Key Vocabulary: SEO (Search Engine Optimization), KPI (Key Performance Indicator), CTR (Click-Through Rate), conversion rate, influencer marketing, CPM (Cost Per Mille), Retargeting/Remarketing, Algorithm, Call to Action (CTA), engagement rate, reach, impressions, roi, content calendar, organic vs. paid, a/b testing STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment The Digital Launch Campaign- Students apply all concepts to run a “ Campaign" or a real schoolbased social media takeover. ● "The Content Calendar" – Students build a 1-week content schedule including posts, stories, and ads. ● "The Campaign Pitch & Report" – Students present their campaign results (using projected or simulated data) and explain how they would optimize it for "Phase 2."

Assessment Method: ● Presentation ● Visual materials (e.g., slides, posters,

Formative Assessment ●

The Analytics Autopsy – Give students a spreadsheet of "mock data" for two different ad campaigns. They must identify which campaign was more cost-effective based on CPM and ROI.

● The "Hook" Rapid-Fire: Give students 5 random products. They have 1 minute to write a 3-second "hook" for each that would work on a TikTok ad. ● Influencer Contract Audit: Provide a mock contract between a brand and an influencer.

Students must highlight three "red flags" (e.g., no mention of ownership of content, vague payment terms).

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Marketing and Branding Unit 3 prototypes, or mock ads). ● Evidence of organization and planning ● Feasibility and originality of event ● Q&A session STAGE 3: LEARNING PLAN First Topic: The Digital Landscape & SEO

Estimated # of Lessons: 2-3

Learning Targets: ● I can distinguish between organic search results and paid advertisements). ● I can perform basic Keyword Research to identify how my target audience searches for products. ● I can explain how Site Speed, Mobile Optimization, and Relevant Content impact a website's SEO ranking. ● I can calculate key metrics including CTR, CPM, and ROI using campaign data. ● I can interpret a digital dashboard to identify which part of a campaign is "leaking" customers.

Essential Question: ● Why is a "Search Engine" the most powerful middleman in the history of business? ● How does Google decide who wins the #1 spot on a search results page? ● In what ways does user intent (what someone is looking for) dictate how a website should be designed?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "Keyword Scavenger Hunt" – Students are given a niche product and must use tools (like Google Trends) to find the top 5 keywords people use to find it. ● "The SEO Audit" – Students analyze a local business website and suggest three "Quick Wins" to improve its search ranking (alt-text, headings, keywords). ● "Funnel Mapping" – Using a whiteboard or digital tool, students map out the "Sales Funnel" for a subscription service like Spotify or Netflix. ● The Digital Marketing "Pulse Check"- Using formulas to analyze which marketing campaign is actually making money.

Second Topic: Social Media Strategy

Estimated # of Lessons: 2-3

Learning Activities: ● I can select the most effective social platform (e.g., LinkedIn vs. TikTok) based on a specific brand's goals. ● I can analyze the "culture" and "language" of different platforms to create platformnative content. ● I can explain how engagement metrics

Essential Questions: ● How do different social media platforms serve different parts of the Marketing Funnel? ● Why do successful brands "repurpose" content rather than simply posting the same video everywhere? ● How does an Algorithm act as an editor for

150

Marketing and Branding Unit 3 (shares, saves, comments) influence a post's visibility.

what we see, and how can marketers work with it rather than against it?

Learning Activities ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "Platform Pivot" – Students take one piece of news (e.g., a new shoe release) and create a mockup post for three different platforms, changing the tone and format for each.

Third Topic: Content Creation & The "Hook"

Estimated # of Lessons: 2-3

Learning Targets: ● I can draft a high-impact Hook that addresses a consumer's pain point or curiosity within 3 seconds. ● I can write clear, urgency-driven CTAs (Call to Actions) that guide users toward a specific business goal. ● I can identify the visual and auditory "trends" that increase the shareability of digital content.

Essential Questions: ● If you have three seconds to stop a "scroll," what is the most effective way to grab a stranger's attention? ● How does a Call to Action (CTA) bridge the gap between "watching" and "buying"? ● What is the difference between "Entertaining" content and "Converting" content?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● The 3-Second Challenge" – Students film a 15-second TikTok/Reel ad. They must have a visual or verbal "hook" within the first 3 seconds. ● "The CTA Workshop" – Students take "boring" CTAs (e.g., "Click Here") and rewrite them using high-conversion psychological triggers (e.g., "Get the Secret," "Join the 1%").

Fourth Topic: Influencer Marketing & Ethics

Estimated # of Lessons: 2-3

Learning Targets: ● I can evaluate an influencer’s Engagement Rate to determine their true value to a brand. ● I can identify the ethical and legal requirements for disclosing sponsored content (#ad). ● I can justify the selection of a MicroInfluencer vs. a Mega-Influencer based on niche targeting.

Essential Questions: ● Why do we trust a stranger on the internet more than we trust a 100-year-old corporation? ● Where is the line between "authentic recommendation" and "paid manipulation"? ● How do FTC regulations protect consumers from deceptive digital advertising?

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Marketing and Branding Unit 3 Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "Influencer Matchmaker" – Given a brand and a budget, students must "scout" three real-life influencers and justify which one would provide the best engagement for the brand. ● "Spot the #Ad" – Students analyze influencer posts to find hidden disclosures and discuss the ethics of "de-influencing" and transparency.

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Sports & Entertainment Marketing SPORTS & ENTERTAINMENT MARKETING (Previously BUSINESS 103: Sports Marketing and Entertainment) COURSE #: WHN405

0.5 credit (FVA, STEM)

PREREQUISITE: Marketing and Branding How do you build buzz and loyalty for an organization that needs more people in the seats? This advanced course immerses you in the world of sports and entertainment marketing, where passion meets strategy and engagement drives success. We explore how organizations build their brands, create unforgettable experiences, leverage social media, and turn sponsorships into revenue—while discovering what makes the sports and entertainment industry unique from traditional marketing. Inspired by a range of local organizations that are eager to grow their visibility and boost attendance, we develop marketing campaigns, and propose strategies to increase ticket sales, enhance brand awareness, and expand their community presence.

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Sports Marketing and Entertainment Sports Marketing and Entertainment How do you build buzz and loyalty for an organization that needs more people in the seats? This advanced course immerses you in the world of sports and entertainment marketing, where passion meets strategy and engagement drives success. We explore how organizations build their brands, create unforgettable experiences, leverage social media, and turn sponsorships into revenue—while discovering what makes the sports and entertainment industry unique from traditional marketing. Inspired by a range of local organizations that are eager to grow their visibility and boost attendance, we develop marketing campaigns, and propose strategies to increase ticket sales, enhance brand awareness, and expand their community presence.

Unit 1: The Fan Experience & Brand Identity 10-12 lessons

Unit 2: The Digital Megaphone: Social Media & Content Strategy 10-12 Lessons

Unit 3: Partnerships for Profit: Sponsorships & Activations 10-12 Lessons

Unit 4: The Closing Strategy: Sales, Promotions, & Loyalty 12-15 Lessons

You can't fill seats if you don't know what those seats mean.

Before we build campaigns or pitch sponsors, we have to answer a more fundamental question: what are we actually selling?

Spoiler — it's not the game. It's the parking lot tailgate, the walk-up music, the smell of the concessions, and the feeling that this place belongs to you.

Together, we audit a real local organization to uncover what makes fans not just buy a ticket, but join something — and identify exactly what would make that pull even stronger.

We've defined the brand. Now we have to make some noise. In a world where every fan is scrolling past thousands of posts a day, attention is the scarcest resource we have — and winning it requires strategy, not luck.

How do we make a fan stop? This unit moves us from the "what" to the "how" — learning to build content that doesn't just get posted, but gets seen, shared, and acted on. We'll study the psychology of the scroll, master platform strategy, and create a real campaign designed to move a passive follower one step closer to buying a ticket.

Here's where our digital fluency starts generating revenue.

Because once we know how to reach an audience, brands will pay to reach them with us. This unit pulls back the curtain on how sports and entertainment organizations fund their operations through sponsorships — and why the best deals don't feel like ads at all. We learn to pitch corporate partners, design activations that fans actually enjoy, and structure deals where everybody wins: the brand, the sponsor, and the fan in the seat.

We've built the brand, grown the audience, and landed the partners — now it's time to put people in seats and keep them coming back. In this capstone unit, we explore the psychology behind ticket sales, the mechanics of promotions that actually work, and how to turn a one-time attendee into a season-ticket holder. Our final challenge: design and pitch a real "Return to the Venue" strategy for a local organization, backed by data, creative promotions, and a loyalty plan built to last.

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Sports Marketing and Entertainment Unit 1

Course Name: Sports Marketing and Entertainment Unit 1 Title: The Fan Experience & Brand Identity

Est. # of Lessons: 10-12

Unit Overview: You can't fill seats if you don't know what those seats mean. Before we build campaigns or pitch sponsors, we have to answer a more fundamental question: what are we actually selling? Spoiler — it's not the game. It's the parking lot tailgate, the walk-up music, the smell of the concessions, and the feeling that this place belongs to you. Together, we audit a real local organization to uncover what makes fans not just buy a ticket, but join something — and identify exactly what would make that pull even stronger.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● PM:001: Explain the nature and scope of the product/service management function (SP) ● PM:024: Identify the impact of product life cycles on marketing decisions (SP) ● PM:003: Explain the concept of product mix (SP) ● MP:001: Explain the concept of marketing strategies (CS) ● MP:003: Explain the concept of market and market identification (CS) ● PI:001: Explain the nature and scope of the pricing function (SP) ● PI:002: Explain factors affecting pricing decisions (SP) ● IM:012: Describe the need for marketing data (CS) ● IM:010: Explain the nature of marketing research (SP)

● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● The product in sports and entertainment is rarely the game itself — it's the emotion, atmosphere, and sense of belonging that surrounds it. ● The bond between a fan and a team is identity-based, which makes it more powerful — and more fragile — than any traditional brand relationship. ● A venue is never just a building. Every sensory detail, from the lighting to the smell of the concessions, is a marketing

● How do you sell something that "disappears" the moment it’s over? What is the difference between a "spectator" and a "fan"? ● If the home team loses every game, why do fans still show up? How do "extensions" save a brand when the "core" is failing? ● Why do people pay $15 for a hot dog at a stadium but not at a grocery store? How does a venue become a "home" for a community? ● Why do we wear jerseys of people we’ve never met? How does team history and "lore"

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Sports Marketing and Entertainment Unit 1 decision that shapes how fans feel and how much they spend. ● A brand lives in the minds and hearts of its community — not on a logo or a jersey.

Organizations that understand this build loyalty that survives losing seasons. ● The strongest sports and entertainment brands don't just sell tickets — they invite people to belong to something larger than themselves. ● A brand audit reveals the gap between what an organization thinks it communicates and what its community actually experiences — and that gap is where the real marketing work begins.

Knowledge ● Core Product vs. Augmented Product The difference between the 48 minutes of play and the full fan experience — parking, concessions, music, and social connection ● Fan Equity The irrational, high-loyalty bond that makes sports and entertainment branding fundamentally different from traditional consumer goods marketing ● Value Proposition How an organization distinguishes itself from every other entertainment option competing for a fan's time and money ● Brand Touchpoints Every interaction a fan has with a brand — from a social media post to the cleanliness of the stadium restrooms ● Brand Voice and Personality The specific tones, colors, and imagery an organization uses to communicate its identity to the public ● The Third Place Concept The role of a stadium or theater as a community hub outside of home and work ● Heritage and Storytelling The role of history, traditions, and mythology in building a lasting brand legacy ● Atmospherics How physical environments — lighting, sound, smell — influence how

create financial value?

Skills (Framed as Learning Targets) ● I can define the unique characteristics of sports and entertainment products. ● I can use the perishable nature of a sports product to justify a specific marketing decision. ● I can identify the difference between a "spectator" (consumer) and a "fan" (member). ● I can analyze how the unpredictability of a game's outcome affects marketing strategies. ● I can create a detailed profile of a specific fan segment based on their motivations and behaviors. ● I can categorize various elements of a sports event into Core vs. Extensions. ● I can design a new "Fan Experience" element that adds value to a boring game. ● I can explain how "Augmented Products" (like pre-game concerts or post-game meet-andgreets) increase ticket demand. ● I can write a concise statement that explains why a fan should choose this specific experience over all other entertainment options. ● I can define Atmospherics and identify their impact on consumer "dwell time." ● I can analyze the "Fan Journey" from the parking lot to the seat to identify emotional friction points. ● I can explain the concept of the "Third Place"

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Sports Marketing and Entertainment Unit 1 fans feel and how much they spend ● Brand Audit The process of identifying the gap between what an organization thinks it communicates and what its community actually experiences Key Vocabulary: perishable product, core product, product extensions, fan engagement, value proposition, brand equity, atmospherics, social identity theory, brand audit, niche marketing

and why sports venues strive to be it. ● I can define Brand Equity and explain how it leads to "Brand Insistence." ● I can identify the visual and emotional symbols that constitute a team's Social Identity. ● I can evaluate a team's logo and "brand marks" for their ability to connect with a specific community. ● I can evaluate a local organization's current visual identity and messaging to identify strengths and inconsistencies.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

The Local Brand Audit Task: Students audit a local sports or entertainment organization. ● The SWOT Analysis: (Strengths, Weaknesses, Opportunities, Threats). ● The Value Proposition: A clear statement of what the organization offers fans. ● The "Join" Factor Recommendation: One specific marketing change to make fans feel like they "belong" to the brand rather than just buying a ticket.

● The "Losing Season" Strategy: You give students a scenario: "The team is 0-10. Ticket sales are tanking." Students must invent 3 Product Extensions (e.g., a "Bark at the Park" night, a concert, or a specific food item) to get people to buy tickets regardless of the score.

Assessment Method: ● Presentation ● Visual materials (e.g., slides, posters, prototypes, or mock ads). ● Evidence of organization and planning ● Depth and accuracy of the audit findings ● Q&A session STAGE 3: LEARNING PLAN First Topic: The Perishable Experience

Estimated # of Lessons: 2-3

Learning Targets: ● I can define the unique characteristics of sports and entertainment products. ● I can use the perishable nature of a sports product to justify a specific marketing decision

Essential Questions: ● How do you sell something that "disappears" the moment it’s over? What is the difference between a "spectator" and a "fan"? ● If a game cannot be "saved" or "restocked," how does that change the way we market it

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Sports Marketing and Entertainment Unit 1 ● I can identify the difference between a "spectator" (consumer) and a "fan" (member). ● I can analyze how the unpredictability of a game’s outcome affects marketing strategies. ● I can create a detailed profile of a specific fan segment based on their motivations and behaviors.

compared to a pair of shoes? ● What is the "Opportunity Cost" for a fan choosing to spend four hours at our event? ● Why is "FOMO" (Fear Of Missing Out) the most powerful tool in an entertainment marketer’s kit?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The Memory Map." Students describe their favorite sports or concert memory. They must identify what they actually "bought" (Was it the score? The person they were with? The feeling in the stadium?). ● The "Zero-Value" Clock: Show a countdown timer of 5 minutes. Students must brainstorm a list of "perishable" products vs. "durable" products. We discuss: What happens to a $200 courtside ticket the second the game ends? (It becomes a $0 piece of paper).

Second Topic: Core Product vs. Product Extensions

Estimated # of Lessons: 2-3

Learning Targets: ● I can categorize various elements of a sports event into Core vs. Extensions. ● I can design a new "Fan Experience" element that adds value to a boring game. ● I can explain how "Augmented Products" (like pre-game concerts or post-game meet-and-greets) increase ticket demand. ● I can write a concise statement that explains why a fan should choose this specific experience over all other entertainment options.

Essential Questions: ● How does a team stay profitable when they are having a losing season? ● What elements of a "night out" at the arena have nothing to do with the scoreboard? ● Why are Product Extensions often more profitable than the Core Product itself?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The Fan Experience Audit." Watch a clip of a professional sports intro (e.g., Vegas Golden Knights or an NBA intro). Students list every "extension" used to hype the crowd that isn't the actual game. ● Extension Scavenger Hunt: Watch a 5-minute "Sizzle Reel" of a minor league baseball game (like the Savannah Bananas). Students must tally every time they see something that isn't the actual game.

Third Topic: Venue Atmospherics & "The Third Place"

Estimated # of Lessons: 2-3

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Sports Marketing and Entertainment Unit 1 Learning Targets: ● I can define Atmospherics and identify their impact on consumer "dwell time." ● I can analyze the "Fan Journey" from the parking lot to the seat to identify emotional friction points. ● I can explain the concept of the "Third Place" (not home, not work) and why sports venues strive to be it.

Essential Questions: ● How do lighting, sound, and smell dictate how much money a fan spends at the concession stand? ● Why do certain stadiums feel like "sacred ground" while others feel like just a building? ● How can a venue be designed to encourage social interaction among strangers?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● The Concession Pricing Psychology: students have two menus: one from a movie theater and one from a stadium. Students analyze why people tolerate "Atmospheric Pricing" (paying $9 for water) in those specific environments. ● Fieldtrip to Dodd Stadium and Mohegan Sun Arena Fourth Topic: Brand Equity & Team Identity

Estimated # of Lessons: 2-3

Learning Targets: ● I can define Brand Equity and explain how it leads to "Brand Insistence." ● I can identify the visual and emotional symbols that constitute a team’s Social Identity. ● I can evaluate a team’s logo and "brand marks" for their ability to connect with a specific community. ● I can evaluate a local organization's current visual identity and messaging to identify strengths and inconsistencies. ● I can evaluate a local organization's current visual identity and messaging to identify strengths and inconsistencies

Essential Questions: ● Why will a fan pay $100 for a jersey that cost $5 to manufacture? ● How does a team’s history and "mythology" create a competitive advantage in the market? ● What happens to a brand’s equity when a star player leaves or gets into trouble?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The Logo Evolution." Students research a team that rebranded (e.g., the LA Rams or various minor league teams). They must explain if the new logo strengthened or weakened the "emotional connection" with fans.

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Sports Marketing and Entertainment Unit 2

Course Name: Sports Marketing and Entertainment Unit 2 Title: The Digital Megaphone: Social Media & Content Strategy

Est. # of Lessons: 10-12

Unit Overview: We've defined the brand. Now we have to make some noise. In a world where every fan is scrolling past thousands of posts a day, attention is the scarcest resource we have — and winning it requires strategy, not luck. How do we make a fan stop? This unit moves us from the "what" to the "how" — learning to build content that doesn't just get posted, but gets seen, shared, and acted on. We'll study the psychology of the scroll, master platform strategy, and create a real campaign designed to move a passive follower one step closer to buying a ticket.

STAGE 1: DESIRED RESULTS Established Goals ● PM:272: Identify company's unique selling proposition (MN) ● MP:003: Explain the concept of market and market identification (CS) ● MP:004: Identify market segments (MN) ● MP:031: Develop customer profile (MN) ● MP:005: Select target market (MN) ● PR:042: Describe factors used by marketers to position products/services (SP)

Transfer Goals ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings ● Content that gets seen is built differently than content that just gets posted.

Platform, timing, format, and hook all determine whether a fan stops scrolling or keeps going. ● Every platform has its own culture and language. A message that resonates on

Essential Questions If attention is the most valuable currency in the modern economy, how do brands "earn" it without stealing it? ● At what point does a social media post cross the line from "content that helps" to "content that interrupts"? ● How do we move a fan from a "passive like" ●

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Sports Marketing and Entertainment Unit 2 TikTok can fall flat on Instagram — and ignoring that difference is a strategy for being ignored. ● Knowing your audience isn't enough. The best digital marketers understand not just who their fans are, but where they are, when they're paying attention, and what will make them act. ● A content calendar is not a creative constraint — it's the infrastructure that turns good ideas into consistent brand presence. ● The goal of sports and entertainment content is never just engagement. Every piece of content should move a fan one step closer to buying a ticket.

to an "active action" without breaking the trust we’ve built? ● To what extent is it a marketer's responsibility to respect a consumer's "digital well-being" while still trying to capture their time? ● Does the medium truly dictate the message, or should a brand's "voice" remain the same regardless of the screen it's on?

Knowledge

Skills (Framed as Learning Targets)

● The Attention Economy The competitive landscape in which every brand, creator, and platform fights for the same finite resource — a fan's attention ● The Hook The specific element in a piece of content — visual, auditory, or textbased — that makes a fan stop scrolling in the first two seconds ● Platform Culture The distinct language, format, and audience expectations that make each social media platform its own ecosystem ● The Marketing Funnel The journey from awareness to action — and the specific content strategies that move a fan from passive follower to ticket buyer ● Content Calendar The planning infrastructure that turns good ideas into consistent, strategic brand presence across platforms ● Targeting The practice of identifying not just who your audience is but where they are, when they're paying attention, and what will make them act ● Athlete and Influencer Branding The relationship between individual personal brands and team equity — and the risks and opportunities that come with it

● I can explain the concept of the Attention Economy within the sports industry. ● I can identify the "hooks" used in highperforming sports and entertainment posts. ● I can analyze the Marketing Funnel specifically for ticket sales. ● I can map the marketing funnel stages to specific content types ● I can match a sports marketing goal with the appropriate social media platform. ● I can adapt a single piece of team news into three different "platform-native" posts. ● I can present a targeting plan that clearly identifies who we're reaching, where we're reaching them, and why. ● I can build a 7-day Content Calendar for a sports or entertainment entity. ● I can explain the 70/20/10 rule (Value/Engagement/Promotion) in social media strategy. ● I can analyze how individual Athlete Brands impact team equity. ● I can design a partnership between a local influencer and a sports venue. ● I can evaluate an influencer's engagement rate to determine their true value to a brand. ● I can evaluate the ethical implications of sponsored content and influencer

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Sports Marketing and Entertainment Unit 2 ● Engagement Metrics The data points — engagement rate, reach, impressions, conversion — that determine whether content is actually working ● Content Ethics The distinction between authentic community building and manufactured virality — and why audiences can tell the difference

partnerships and explain what authentic community building looks like.

Key Vocabulary: direct-to-consumer (dtc), content calendar, engagement rate, ugc (usergenerated content)athlete branding, viral coefficient, dark social, impressions vs. reach STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

The "Buzz" Campaign: Students are assigned an upcoming local event. They must produce: ● One month Content Calendar. ● Three "Production-Ready" assets (Reels/Graphics). ● A "Targeting Plan" (who are we sending this to and why?).

Assessment Method: ● Presentation ● Visual materials (e.g., slides, posters, prototypes, or mock ads). ● Evidence of organization and planning ● Feasibility and creativity of the The “Buzz” Campaign ● Q&A session

The "Hook" Audit (Format: Individual Analysis) ● Students swap phones and browse each other’s "For You" pages. They must identify 3 "hooks" (the first 3 seconds of a video) that forced them to stop scrolling. ● This establishes the micro-level of content— understanding that a calendar is useless if the individual posts don't capture attention. ● A brief "Hook Report" explaining the psychological trigger used The 7-Day "Sprints" (The Calendar Scaffold) ● Students will now practice the mechanics of a calendar using their NIL athlete from the previous step. ● Using a simplified grid, students must plan one week of content for their athlete. ● They cannot just "post whatever." They must use a Content Ratio (70% value/community content, 20% engagement content, 10% promotional content) to ensure the calendar serves a strategic purpose.

STAGE 3: LEARNING PLAN

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Sports Marketing and Entertainment Unit 2 First Topic: The Attention Economy

Estimated # of Lessons: 2-3

Learning Targets: Essential Questions: ● I can explain the concept of the Attention ● If attention is the "currency" of the modern world, how much is one fan’s "scroll-stop" Economy within the sports industry. worth? ● I can identify the "hooks" used in high● Why is sports content uniquely suited for performing sports and entertainment "real-time" marketing? posts. ● How do we move a fan from "Awareness" to ● I can analyze the Marketing Funnel specifically for ticket sales.

"Action" in a 15-second video? ● I can design a digital campaign that moves a fan from passive follower to active ticket buyer.

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The 5-Second Hook Challenge." Students are given a clip of a boring game moment. They must edit it or add text/audio to make it "scroll-stopping" for a casual fan Second Topic: Platform Strategy (TikTok vs. IG vs. X)

Estimated # of Lessons: 2-3

Learning Targets ● I can match a sports marketing goal with the appropriate social media platform. ● I can adapt a single piece of team news into three different "platform-native" posts. ● I can present a targeting plan that clearly identifies who we're reaching, where we're reaching them, and why.

Essential Questions: ● Why does a brand's voice change depending on the app they are using? ● Which platforms are best for building community vs. selling tickets? ● How do algorithms prioritize sports highlights over other types of content?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The Platform Pivot." Give students a news item (e.g., "Star player traded to local team"). They must draft a tweet for the die-hard fans, an IG Reel for the lifestyle fans, and a TikTok trend for the casual audience.

Third Topic: Content Calendars & Consistency

Estimated # of Lessons: 2-3

Learning Targets: ● I can build a 7-day Content Calendar for a sports or entertainment entity. ● I can explain the 70/20/10 rule (Value/Engagement/Promotion) in social media strategy.

Essential Questions: ● How do teams stay relevant during the "OffSeason"? ● Why is a "random" posting strategy the enemy of brand growth? ● How do you balance "Planned Content" with

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Sports Marketing and Entertainment Unit 2 ● I can present a targeting plan that clearly identifies who we're reaching, where we're reaching them, and why.

"Real-Time Content"?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The Rivalry Week Calendar." Students plan a week of content leading up to a major rivalry game.

They must include pre-game hype, "game-day" live updates, and post-game recaps.

Fourth Topic: Athlete & Influencer Personal Branding

Estimated # of Lessons: 2-3

Learning Targets: ● I can analyze how individual Athlete Brands impact team equity. ● I can design a partnership between a local influencer and a sports venue. ● I can evaluate an influencer's engagement rate to determine their true value to a brand. ● I can evaluate the ethical implications of sponsored content and influencer partnerships and explain what authentic community building looks like.

Essential Questions: ● Do fans follow the team or do they follow the player? ● How does an athlete’s "Off-Field" persona drive ticket sales "On-Field"? ● What are the risks of a team’s brand being tied to a single individual? ● Why do we wear jerseys of people we've never met?" and "How does team history and 'lore' create financial value?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● "The NIL (Name, Image, Likeness) Consultant." Students act as agents for a college athlete. They must find 3 local brands that "fit" the athlete's persona and pitch a content collaboration.

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Sports Marketing and Entertainment Unit 3

Course Name: Sports Marketing and Entertainment Unit 3 Title: Partnerships for Profit: Sponsorships & Activations

Est. # of Lessons 10-12

Unit Overview: Here's where our digital fluency starts generating revenue. Because once we know how to reach an audience, brands will pay to reach them with us. This unit pulls back the curtain on how sports and entertainment organizations fund their operations through sponsorships — and why the best deals don't feel like ads at all. We learn to pitch corporate partners, design activations that fans actually enjoy, and structure deals where everybody wins: the brand, the sponsor, and the fan in the seat.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● PR:007: Explain types of advertising media (SP) ● PR:165: Explain the nature of email marketing tactics (SP) ● PR:364: Explain the role of business websites in digital marketing (SP) ● PR:368: Write copy for advertisements (SP) ● PR:374: Develop content marketing strategy (MN) ● PR:382: Develop digital marketing campaign (MN) ● PR:383: Develop digital marketing strategies (MN) ● IM:410: Track performance of promotional activities (SP) ● IM:430: Monitor online brand and reputation (SP) ● PI:001: Explain the nature and scope of the pricing function ● PI:002: Explain factors affecting pricing decisions

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self:Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

● A logo on a jersey is the beginning of a sponsorship, not the end. The most powerful partnerships don't feel like ads — they solve a problem, create a memory, or add something fans didn't know they were

● At what point does a brand’s presence shift from adding value to a fan’s experience to invading it? ● How do you put a price tag on a "feeling" or "experience" (The ROI of Branding)?

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Sports Marketing and Entertainment Unit 3 missing. ● Not all money is good money. A partnership that clashes with a team's identity can alienate the very fans both brands are trying to reach. ● Sponsors don't buy advertising space — they buy access to a specific audience and measurable proof that the investment worked. Data is what turns a pitch into a deal. ● Authenticity is a strategy. The best sponsorships feel like they belong — and fans notice immediately when they don't. ● The Win-Win-Win is the standard. If the brand wins, the sponsor wins, but the fan feels exploited — the deal has already failed.

Knowledge ● The Strategy of Sponsorship The distinction between buying advertising space and buying access to a loyal, passionate audience and its emotional equity ● Borrowed Equity The transfer of fan loyalty to a brand through association with a team or property — and why alignment determines whether that transfer works ● Passive vs. Active Inventory The difference between passive sponsorship assets (signage, logos, naming rights) and active activations that add genuine value to the fan experience ● The Win-Win-Win Framework The standard for every sponsorship deal — brand wins visibility, property wins revenue, fan wins an enhanced experience ● Fan Pain Points The friction moments in a live event — long lines, dead phone batteries, expensive concessions — that represent opportunities for a sponsor to solve a real problem ● Sponsorship Pricing and ROI How sponsorship packages are valued using reach, frequency, CPM, and audience demographics — and why pricing an

● Where is the line between a sponsorship that serves fans and one that exploits them? ● Why would a brand spend millions to be associated with a team rather than just buying commercials?

Skills (Framed as Learning Targets) ● I can explain why a brand would choose to sponsor a sports property instead of buying traditional advertising. ● I can explain the concept of "Borrowed Equity" and how it transfers fan loyalty to a brand. ● I can analyze a potential partnership to ensure the brand and property share the same target demographic. ● I can define the "Win-Win-Win" and identify whether a deal benefits the sponsor, the venue, and the fan. ● I can evaluate a sponsorship deal against the Win-Win-Win standard — and identify when a deal serves the brand and sponsor but exploits the fan. ● I can differentiate between "Passive Inventory" (signs) and "Active Activation" (experiences). ● I can identify "Fan Pain Points" throughout an event's lifecycle. ● I can design an activation that provides a utility or service to the consumer. ● I can calculate the value of a sponsorship package using metrics like reach and frequency. ● I can craft a persuasive narrative that speaks to a sponsor's specific business goals.

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Sports Marketing and Entertainment Unit 3 experience differs from pricing a product ● The Pitch Structure The components of a professional sponsorship pitch — property overview, audience data, activation concept, projected ROI, and Win-WinWin justification ● Risk and Authenticity The reputational consequences of misaligned partnerships — and why authenticity in sponsorship selection protects both brands

● I can use professional marketing vocabulary to justify a partnership. ● I can anticipate and respond to "objections" from a potential corporate partner.

Key Vocabulary: sponsorship: property, endorsement, exclusivity, naming rights, activation, experiential marketing, fan engagement, borrowed equity, value-in-kind (vik), roi (return on investment):roo (return on objective): cpm (cost per mille), inventory, demographics STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment The Activation Blueprint & Pitch: Students are assigned a specific "property" (e.g., a local minor league team, an e-sports tournament, or a music festival). ● Research: Students identify a corporate partner that shares the same target demographic. ● Design: Students design a "Sponsorship Activation"—a physical or digital experience at the event that adds value for the fan (e.g., "The Gatorade Recovery Lounge" or "The Adobe Content Creator Booth"). ● The Pitch: Students deliver a persuasive pitch to "the board" (the teacher/peers) justifying the cost and the projected "WinWin-Win" outcome.

Assessment Method: ● Presentation ● Visual materials (e.g., slides, posters, prototypes, or mock ads). ● Evidence of organization and planning ● Feasibility and originality of event

Formative Assessment ● The Fan Pain Point Brainstorm: Students interview peers to find out what they hate about attending live events (long lines, dead phone batteries, expensive water). ○ Task: Find a corporate sponsor whose product could solve that specific "pain point." ○ Create a "Solution Map." * Example: If the pain point is "Dead phone batteries," the sponsor isn't just "Apple"—it’s "Anker Charging Stations" placed at every exit. ● "Stadium Designer." Students are given a "boring" high school gym or field and a $50,000 "imaginary budget" to add atmospherics that make it feel like a professional venue. ● The Integrity Gap (Risk Management): Every partnership carries a "Reputation Risk." If a stadium is sponsored by a company that has an environmental scandal, the team's brand suffers too. ●

Provide students with a "Crisis Scenario." Example: A crypto company

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Sports Marketing and Entertainment Unit 3 ●

Q&A session

sponsors your stadium, but then the company goes bankrupt. How do you handle the fan backlash and the physical "clutter" of their logos everywhere?

STAGE 3: LEARNING PLAN

First Topic: The Strategy of the "Win-Win-Win"

Estimated # of Lessons: 2-3

Learning Targets: ● I can explain the concept of "Borrowed Equity" and how it transfers fan loyalty to a brand. ● I can analyze a potential partnership to ensure the brand and property share the same target demographic. ● I can define the "Win-Win-Win" and identify if a deal benefits the sponsor, the venue, and the fan. ● I can explain why a brand would choose to sponsor a sports property instead of buying traditional advertising. ● I can evaluate a sponsorship deal against the Win-Win-Win standard — and identify when a deal serves the brand and sponsor but exploits the fan.

Essential Question: ● Why would a brand spend millions to be associated with a team rather than just buying commercials? ● How does a "misaligned" partnership (e.g., a fast-food brand sponsoring a health expo) damage both brands? ● Who has the most to lose in a bad sponsorship deal?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● The "Logo Hunter" Audit (Activity) Students watch a 10-minute clip of a live sporting event or a concert and tally every brand they see. As a class we discuss which ones we noticed and why, and which ones we felt like they "belonged" there? ● The Brand Matchmaker: Students are given 5 diverse "Properties" (e.g., a local theater, a pro soccer team, a gaming tournament) and 10 corporate logos. They must justify their "top two" pairings based on audience data.

Second Topic:The Art of the Activation

Estimated # of Lessons: 2-3

Learning Targets: ● I can differentiate between "Passive Inventory" (signs) and "Active Activation" (experiences). ● I can identify "Fan Pain Points" throughout an event's lifecycle. ● I can design an activation that provides a utility or service to the consumer.

Essential Questions: ● At what point does a brand shift from being a "hero" to being a "nuisance"? ● How can a brand provide a solution to a problem a fan didn't even know they had? ● Why is an "experience" more memorable than a billboard?

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Sports Marketing and Entertainment Unit 3 Learning Activities ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● The "Mystery Box" Matchup (Constraint-Based Innovation) ○ Create two sets of cards. Set A is "The Pain Point" (e.g., Long Lines at the Bathroom, Lost Kids, Overpriced Snacks). Set B is "The Sponsor" (e.g., Dyson, LEGO, Whole Foods). ○ The Task: Groups draw one card from each set and MUST create a "Win-Win-Win" activation. Example: How does LEGO solve the problem of "Long Lines at the Bathroom"?

(Perhaps a "LEGO Build Station" along the queue line to keep kids entertained while parents wait).

Third Topic: The Professional Pitch

Estimated # of Lessons: 2-3

Learning Targets: ● I can craft a persuasive narrative that speaks to a sponsor's specific business goals. ● I can use professional marketing vocabulary to justify a partnership. ● I can anticipate and respond to "objections" from a potential corporate partner. ● I can calculate the value of a sponsorship package using metrics like reach and frequency

Essential Questions: ● How do you convince a CEO that your event is the best place for their money? ● How does professional communication change the outcome of a negotiation?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● The Asset Auction: "Teams" have to sell different parts of their stadium (the scoreboard, the bathrooms, the player's bench) to "Corporations" with limited budgets. Students must practice negotiating the price based on visibility and audience reach.

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Sports Marketing and Entertainment Unit 4

Course Name: Sports Marketing and Entertainment Unit 4 Title: The Closing Strategy: Sales, Promotions, & Loyalty

Est. # of Lessons 12-15

Unit Overview: We've built the brand, grown the audience, and landed the partners — now it's time to put people in seats and keep them coming back. In this capstone unit, we explore the psychology behind ticket sales, the mechanics of promotions that actually work, and how to turn a one-time attendee into a season-ticket holder. Our final challenge: design and pitch a real "Return to the Venue" strategy for a local organization, backed by data, creative promotions, and a loyalty plan built to last.

STAGE 1: DESIRED RESULTS Established Goals ● MP:006: Explain the nature of marketing planning (SP) ● MP:007: Explain the nature of marketing plans (SP) ● MP:010: Conduct SWOT analysis for use in the marketing planning process (MN) ● MP:015: Set marketing goals and objectives (MN) ● MP:017: Set marketing budget (MN) ● MP:018: Develop marketing plan (MN) ● PM:127: Identify methods/techniques to generate a product idea (SP) ● PM:128: Generate product ideas (SP) ● PM:129: Determine initial feasibility of product idea (MN) ● PM:187: Generate marketing communications ideas (SP) ● PR:073: Explain the nature of a promotional plan (SP) ● PR:076: Coordinate activities in the promotional mix (SP) ● PR:097: Develop promotional plan for a business (MN) ● PR:098: Prepare promotional budget (MN) ● CO:174: Make client presentations (SP) ● CO:179: Write pitch/sales letters (SP) ● SE:347: Pitch marketing communications idea to client (SP) ● PM:024: Identify the impact of product life cycles on marketing decisions — fits here because the loyalty and retention work requires understanding where a

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

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Sports Marketing and Entertainment Unit 4 product or organization is in its lifecycle. ● IM:281: Describe options businesses use to obtain marketing research data — fits the data-backed pricing component of the capstone directly.

Understandings ● Ideas are cheap; execution is everything.

A brilliant concept without a solid plan is just a daydream. Marketing plans bridge the gap between vision and reality by forcing clarity about audience, strategy, resources, and timelines. ● Feasibility determines which ideas deserve investment. Passion for an idea isn't enough—successful entrepreneurs test assumptions, research markets, and crunch numbers before committing resources. ● Constraints fuel creativity. Budgets, timelines, and real-world limitations aren't obstacles to good marketing—they're the boundaries that force innovative thinking and strategic prioritization. ● Compelling pitches win hearts and minds.

The ability to present ideas persuasively— combining emotional appeal (why this matters) with logical proof (why this will work)—is a skill that transfers far beyond marketing. ● The conversion funnel is never finished.

Moving a fan from casual follower to season-ticket holder requires a different strategy at every stage — and losing them at any point means starting over. ● Loyalty is earned in the long game. The most valuable fan isn't the one who buys a ticket once — it's the one who brings their family back every season.

Essential Questions ● How do you turn data into a strategy that actually puts people in seats? ● What does it take to move someone from a casual attendee into a lifelong fan? ● How do you balance short-term promotional hooks with long-term brand loyalty? ● When does a promotion serve the brand — and when does it undermine it?

Knowledge

Skills (Framed as Learning Targets)

● Primary vs. Secondary Ticket Markets The difference between tickets sold directly by an organization and those resold through third-party platforms —

● I can differentiate between primary and secondary ticket markets and their impact on revenue. ● I can explain how "Dynamic Pricing" uses

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Sports Marketing and Entertainment Unit 4

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and how each affects revenue and fan perception Dynamic Pricing How organizations use real-time demand data to adjust ticket prices — and why the same seat can cost three times as much on a Saturday night as a Tuesday afternoon The Sales Funnel The staged journey from casual awareness to season-ticket holder — and the specific strategies needed to move a fan from one stage to the next without losing them Promotional Hooks The mechanics of theme nights, limited-edition merchandise, and giveaways — and how to design them so they serve the brand rather than just discount it Break-Even Analysis The calculation that determines how many additional tickets must be sold to cover the cost of a promotion before it becomes profitable Fan Lifetime Value The total revenue an organization can expect from a single fan over the course of their relationship — and why retaining an existing fan costs less than acquiring a new one Customer Relationship Management (CRM) How organizations use data to personalize their marketing — turning a fan's purchase history and preferences into targeted offers that feel like VIP treatment rather than mass marketing Loyalty Program Design The architecture of multi-tiered membership systems — and how escalating benefits create incentives for fans to deepen their commitment over time Marketing Budget Allocation The process of distributing limited resources across platforms, promotions, and events — and why every spending decision must be justified with projected ROI Return on Investment (ROI) The calculation that measures whether a marketing investment generated more value than it cost — and how to estimate it before committing resources

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market demand to set ticket costs.

I can analyze the "Sales Funnel" to identify where potential customers drop off.

I can justify the use of "Value-Added" bundles to increase sales.

I can explain how brand equity allows sports organizations to charge premium prices.

I can design a "Theme Night" that appeals to a specific demographic without alienating core fans.

I can calculate the "Break-Even Point" of a promotional giveaway.

I can coordinate a promotional schedule that balances entertainment with sponsorship requirements.

I can define "Fan Equity" and explain why it is cheaper to keep a fan than find a new one.

I can design a multi-tiered Loyalty Program that incentivizes repeat attendance.

I can utilize CRM data to send personalized marketing offers.

I can allocate a marketing budget across various platforms.

I can estimate ROI based on projected reach and conversion rates.

I can present a comprehensive "Return to the Venue" strategy that combines data-backed pricing, creative promotions, and a long-term loyalty plan to a real organization.

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Sports Marketing and Entertainment Unit 4 Key Vocabulary dynamic pricing, primary market, secondary market, sales funnel, conversion rate, break-even point, customer acquisition cost, fan lifetime value, crm, loyalty program, roi, promotional calendar, theme night, tiered membership STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

The Fan Resurrection Project: CRM & Loyalty Engineering. Students are handed a "Lapsed Fan Profile" (e.g., “Marcus: Former season ticket holder, stopped attending 2 years ago, previously spent $200/year on merchandise, loves bobblehead giveaways”).

The Loyalty Tier Logic Map (The Retention Strategy): Before building their full loyalty plan for the capstone, students must "wireframe" the logic of a tiered membership.

● The Mechanic Deconstruction (Research).

Students select one "Gold Standard" loyalty program (Starbucks, Delta, Nike, or Sephora). They must identify the three specific mechanics that keep people hooked. ● The Hunt: Does the program use Tiered Status (Delta)? Gamified Challenges (Starbucks)? Exclusive Access (Nike)? ● The Translation: Students must "translate" those corporate mechanics into a sports context. ○ Example: If Starbucks uses "Double Star Days," the student translates that to "Double Loyalty Points for Tuesday Night Home Games." ● The "Win-Back" Strategy (Design): Using the mechanics they just "stole" from the corporate world, students must design a "Welcome Back" Bundle specifically for their Lapsed Fan Profile. ● The Constraint: The offer must be personalized based on the fan's history (e.g., if Marcus likes bobbleheads, the offer should involve an exclusive "Archived Giveaway" item). ● The Deliverable (The Persuasive Outreach): Students write a high-stakes "Win-Back" Email or Direct

● The Action: Using a "Low-Floor, High-Ceiling" model, students must define what a "Level 1" fan (casual) gets versus a "Level 3" fan (diehard). ● The Output: A visual "Benefits Matrix."

Students must prove that the "Level 3" rewards aren't just discounts, but Experiences (e.g., "Pre-game high-five tunnel" vs. "10% off popcorn").

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Sports Marketing and Entertainment Unit 4 Message.Requirements: ○ 1. The Hook: Acknowledge the absence without being "creepy." ○ 2. The Value: Introduce the new loyalty mechanics (translated from Phase 1). ○ 3. The CTA (Call to Action): A limited-time offer to jumpstart their "status" in the new program.)

Once the student has designed their "Win-Back" bundle for Marcus, they must justify it numerically. This ensures they don't just "give away the farm" to get a fan back.

Students complete a one-page "Campaign Feasibility" report. Included will be break-even calculations, budget allocation, and dynamic pricing.

Assessment Method: ● Presentation ● Visual materials (e.g., slides, posters, prototypes, or mock ads). ● Evidence of organization and planning ● Feasibility and personalization of the winback strategy ● Q&A session STAGE 3: LEARNING PLAN First Topic: The Psychology of the Sale (Ticketing & Revenue)

Estimated # of Lessons: 2-3

Learning Targets: ● I can differentiate between primary and secondary ticket markets and their impact on revenue. ● I can explain how "Dynamic Pricing" uses market demand to set ticket costs. ● I can analyze the "Sales Funnel" to identify where potential customers drop off. ● I can justify the use of "Value-Added" bundles (e.g., family packs) to increase sales.

Essential Question: ● Why does the same seat cost $50 on Tuesday and $150 on Saturday? ● Is a sold-out stadium always a sign of financial success? ● How does the "fear of missing out" (FOMO) drive ticket sales?

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Sports Marketing and Entertainment Unit 4 Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● The Bundle Build: Groups design three different "Ticket Packages" targeting three different personas (The Superfan, The Corporate Client, The Budget Family). ● Funnel Audit: Students map the "click journey" of buying a ticket on a site like Ticketmaster or SeatGeek, identifying "friction points.

Second Topic:The "Big Night" (Promotions & Game-Day Operations

Estimated # of Lessons: 2-3

Learning Targets ● I can design a "Theme Night" that appeals to a specific demographic without alienating core fans. ● I can calculate the "Break-Even Point" of a promotional giveaway (e.g., Bobbleheads). ● I can coordinate a promotional schedule that balances entertainment with sponsorship requirements.

Essential Questions: ● Does a "Free Hat Night" actually sell more tickets, or just cost the team money? ● How do promotions change the "atmosphere" of a venue? ● When does a promotion distract from the actual event?

Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● The Bobblehead Budget: Students research manufacturing and shipping costs for a giveaway item to see how many extra tickets must be sold to cover the cost. ● Promotional Calendar Drafting: Students fill a 1-month calendar for a minor league team, ensuring no two "big" giveaways overlap. ● Scripting the Show: Students write a 60-second "Script" and "Jumbotron Sequence" for a promotional contest during a halftime break Third Topic: From Fan to Family (Loyalty & CRM)

Estimated # of Lessons: 2-3

Learning Targets: Essential Questions: ● I can define "Fan Equity" and explain why ● Why do we feel "loyal" to a team that is losing? it is cheaper to keep a fan than find a new ● How can data make a fan feel like a "VIP" one. rather than just a number? ● I can design a multi-tiered Loyalty ● What is the "Lifetime Value" of a fan?

Program that incentivizes repeat attendance. ● I can utilize CRM (Customer Relationship Management) data to send personalized marketing offers.

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Sports Marketing and Entertainment Unit 4 Learning Activities: ● Interactive Notes + Examples: Guided notes using visuals and real-world examples ● Kahoots/ Blookits ● Perks Brainstorm: Students categorize loyalty rewards into "Financial" (discounts) and "Experiential" (on-field access) to see which drives more emotional loyalty.

Fourth Topic: Budgeting & ROI Projections

Estimated # of Lessons: 4-6

Learning Targets: ● I can calculate the Break-Even Point for a new product or service. ● I can allocate a marketing budget across various platforms (social, print, events). ● I can estimate ROI based on projected reach and conversion rates.

Essential Questions: ● Why is a "Marketing Budget" a guess until you have data to prove it? ● What is the "Customer Acquisition Cost," and why does it matter to an investor? ● How many units must we sell to move from "debt" into "profit"?

Learning Activities: ● The Marketing Budget Simulator: Students are given a $10,000 fictional marketing budget and must allocate it across social media, print, events, and promotional giveaways. They must justify each line item with a projected reach and estimated return. Partners compare allocation decisions and debate trade-offs. ● The Break-Even Race: Each group receives a different "promotion scenario" (bobblehead night, fireworks show, jersey giveaway) with cost data. They must calculate the break-even ticket quantity and determine whether the promotion is financially viable. Groups present their recommendation with one sentence of data-backed justification.

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Construction Cluster

Grade 6 Stem Lab Grade 6 — STEM Lab We explore the same fundamental question four different ways: How do forces shape what happens? We'll see forces lift gliders, protect eggs, hold up bridges, and move marbles. Each project builds on what we learned before, giving us new tools to predict, control, and improve how things work. We build things that fly across the room, protect falling eggs, hold hundreds of pennies, and send marbles through loops at top speed. Every project teaches us to think like engineers: test it, observe it, improve it. These are the same skills used by aerospace designers, architects, and roller coaster engineers—and now we get to use them too.

Unit 1: Aviation: The Four Forces Fighting in the Sky 5-7 Days (3-4)

Unit 2: Motion & Forces: The Laws That Control Everything 5-7 Days (4-6)

Unit 3: Structures: Engineering That Won't Break 5-7 Days (4-6)

Unit 4: Energy: Controlling the Ride — From Stored to Speed 10-12 Days (8-10)

What makes things fly? We build and fly balsa wood gliders to discover four invisible forces—lift, drag, thrust, and gravity—fighting over every plane in the air. Tiny changes matter: shift the weight forward, and your glider nosedives.

Bend a wing, and it spins. We redesign, test flight paths, and tackle challenges like hitting targets, making tight turns, or flying the farthest—discovering that engineering success comes from testing, failing, and making it better.

Now that we understand how forces affect things in flight, we discover the laws that control ALL motion—whether in the air, on the ground, or falling from the sky. We explore Newton's Three Laws—the rules that describe how things move in the universe—through experiments that show force and motion in action. Our big challenge: design a lander that protects a raw egg falling from serious height. If it cracks, we failed. We use what we know about inertia, acceleration, and impact forces to build and test until our egg survives the drop. It's physics meets creative problemsolving—and someone's egg is definitely breaking.

We've explored forces on moving objects. Now we flip the question: how do forces act on things that need to STAY PUT and not break?

Using only paper, we engineer bridges and towers that can support serious weight. We learn about compression (squeezing forces) and tension (pulling forces) and discover why some designs crumble while others hold strong.

Every choice matters: where we fold, how we connect, what shape we build. We test our structures by stacking pennies or reams of paper one by one until they collapse— watching exactly where they fail and why. The challenge: whose design will hold the most weight before it finally breaks?

We've examined forces that make things fly, fall, and stand strong.

Now we tackle the force behind all motion: energy—and learn to control its transformation from start to finish. We build paper roller coasters where a marble at the top has stored energy that turns into speed on the way down. Can we design loops, turns, and hills wild enough to be exciting but controlled enough to actually work?

We're balancing speed, momentum, and friction—and our design choices determine whether the marble makes it all the way through, flies off the track, or gets stuck halfway down. We test, redesign, and test again until we create the wildest ride that actually works.

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Grade 6 Stem Lab Unit 1

Course Name: STEM Lab Unit 1 Title: Aviation: The Four Forces Fighting in the Sky

Est. # of Lessons: 5-7

Unit Overview: What makes things fly? We build and fly balsa wood gliders to discover four invisible forces— lift, drag, thrust, and gravity—fighting over every plane in the air. Tiny changes matter: shift the weight forward, and your glider nosedives. Bend a wing, and it spins. We redesign, test flight paths, and tackle challenges like hitting targets, making tight turns, or flying the farthest. This is where we learn that engineering isn't about being perfect the first time—it's about testing, seeing what broke, and making it better.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.03.05: Investigate and describe the functioning of structural, propulsion, suspension, and guidance control vehicular subsystems

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings ● Four forces—lift, drag, thrust, and weight— act simultaneously on any flying object, and flight happens when these forces balance in specific ways. ● Small changes in design variables (wing angle, weight placement, surface area, symmetry) can produce dramatically different flight results because they change how forces interact. ● Iterative testing reveals cause-and-effect relationships that cannot be predicted through theory alone—watching what actually happens drives better design decisions. ● Every design involves trade-offs between competing performance goals—optimizing for distance may compromise accuracy, optimizing for turns may reduce stability.

Essential Questions ● How do forces work together to determine whether something flies or falls? ● What happens when we make small changes to our glider—and how do we learn to predict those effects? ● When testing matters more than guessing, how do engineers learn from what actually happens?

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Grade 6 Stem Lab Unit 1 Knowledge ● ● ● ●

Skills (Framed as Learning Targets)

Parts of airplanes How planes move Forces on Planes Building Gliders

Key Vocabulary: lift, drag, thrust, gravity, yaw, pitch roll, aileron, rudder, air foil, bernouli, air pressure

● I can define the four forces of flight: lift, weight, thrust, and drag. ● I can describe how the shape of a glider affects its movement. ● I can build and fly a glider in specific directions and flight paths. ● I can explain how my glider uses pitch, yaw, and roll. ● I can test, adjust, and refine my glider to meet specific flight challenges. ● I can use flight vocabulary to describe and improve my design.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Design Challenge: Build Paper Gliders: Students will be assessed on the following criteria: - Ability to construct a paper glider using provided materials - Ability to adjust the flaps or design features (e.g., angle of wings or tail) to control flight direction or improve performance.

- Completion of a series of flight trials, testing how their glider performs in terms of distance, accuracy, and stability

● Quiz: Complete a unit quiz to answer questions on parts, movement and forces on planes. ● Ability to follow instructions to build a glider

Reflection on Paper Glider Design Challenge: How your build went based on the criteria, strategies for next design challenge STAGE 3: LEARNING PLAN First Topic: Aviation Basics

Estimated # of Lessons: 5-7

Learning Targets: ● I can define the four forces of flight: lift, weight, thrust, and drag. ● I can describe how the shape of a glider affects its movement. ● I can build and fly a glider in specific directions and flight paths. ● I can explain how my glider uses pitch,

Essential Questions: ● How do forces work together to determine whether something flies or falls? ● What happens when we make small changes to our glider—and how do we learn to predict those effects? ● When testing matters more than guessing, how do engineers learn from what actually

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Grade 6 Stem Lab Unit 1 yaw, and roll. ● I can test, adjust, and refine my glider to meet specific flight challenges. ● I can use flight vocabulary to describe and improve my design.

happens?

Learning Activities: ● Getting acclimated in the STEM Lab - rules, equipment, and working together ● Introduction to the parts, movement and forces on planes ● Build White Wing Flyers - teacher observes and coaches individual builds to help ensure they are done with accuracy while still maintaining organic build-test- reflect cycle ● Fly and adjust flaps on gliders to perform specific maneuvers ● Discussion about build strengths and failures as natural part of every engineering challenge (making it safe to share, troubleshoot, and suggest what could be done next time)

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Grade 6 Stem Lab Unit 2

Course Name: STEM Lab Unit 2 Title: Motion & Forces: The Laws That Control Everything

Est. # of Lessons: 5-7

Unit Overview: Now that we understand how forces affect things in flight, let's discover the laws that control ALL motion—whether in the air, on the ground, or falling from the sky. We explore Newton's Three Laws—the rules that describe how things move in the universe—through experiments that show force and motion in action. Our big challenge: design a lander that protects a raw egg falling from serious height. If it cracks, we failed. We use what we know about inertia, acceleration, and impact forces to build and test to help our egg survive the drop. It's physics meets creative problem-solving—and someone's egg is definitely breaking.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● IT.01.01: Design and use instruments to gather data

Understandings ● Newton's Three Laws of Motion are universal principles that explain how and why all objects move, accelerate, or stay at rest—these laws apply everywhere, always. ● Impact forces can be reduced by increasing the time of collision or by distributing force over a larger area—successful protective systems use both strategies. ● The same physical event produces different outcomes depending on system

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) Essential Questions ● How do forces shape the way things move, fly, and fall? ● How can we use what we know about forces to protect things from breaking? ● How can two eggs fall from the same height but have completely different outcomes?

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Grade 6 Stem Lab Unit 2 design—protective engineering transforms potentially destructive forces into manageable ones. ● Testing reveals what theories cannot predict, but high-stakes testing (where failure is expensive) requires extra planning, research, and strategic decisionmaking before building.

Knowledge ● Newton’s Laws - How things move in the air ● Components of engineering design process ○ Importance of design and safety constraints ○ Prepping materials ○ Research to limit design failures ○ Value of design failures Key Vocabulary: Newton’s Laws, Inertia, Force, mass, acceleration.

Skills (Framed as Learning Targets) ● I can describe Newton's three laws of motion in my own words. ● I can explain how Newton's laws apply to real-world situations—like car crashes, sports, and falling objects. ● I can design a device that protects an egg from breaking when dropped from a height. ● I can use materials creatively to reduce the force of impact on the egg. ● I can test my design and use what I learn to make it better. ● I can explain how my egg drop design shows Newton's laws at work (especially inertia, force = mass × acceleration, and actionreaction). ● I can collaborate with my team to plan, test, and improve our egg lander design. ● I can reflect on my design process and explain what I would improve in the future.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Egg Drop Engineering Challenge: Students will be assessed on the following criteria. ● Ability to build their egg lander according to the given design constraints (eg. size, materials) ● Does the lander reach the required height when launched ● Does the egg survive the drop

Formative Assessment ● Q&A: Identifying the forces on their egg and any potential weak points in their build ● Observation on ability to work as a team towards a common goal. ● Observation on ability to purposefully build lander based on plans. ● Quiz: What are Newton’s Laws and how do they interact with our world?

Reflection on Egg Drop Engineering Challenge: Was their lander able to reach the required height and protect the egg upon landing. If the egg did not survive, what could have been done differently to better protect the egg?

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Grade 6 Stem Lab Unit 2 STAGE 3: LEARNING PLAN First Topic: Newton’s Laws

Estimated # of Lessons: 5-7

Learning Targets: ● I can describe Newton's three laws of motion in my own words. ● I can explain how Newton's laws apply to real-world situations—like car crashes, sports, and falling objects. ● I can design a device that protects an egg from breaking when dropped from a height. ● I can use materials creatively to reduce the force of impact on the egg. ● I can test my design and use what I learn to make it better. ● I can explain how my egg drop design shows Newton's laws at work (especially inertia, force = mass × acceleration, and action-reaction). ● I can collaborate with my team to plan, test, and improve our egg lander design. ● I can reflect on my design process and explain what I would improve in the future.

Essential Questions: ● How do forces shape the way things move, fly, and fall? ● How can we use what we know about forces to protect things from breaking? ● How can two eggs fall from the same height but have completely different outcomes?

Learning Activities: ● Explanation of Newton’s laws through video and in class demonstrations (e.g., force of different items based on mass and acceleration… balloon rockets, ping pong balls) ● Orientation to egg lander design challenge: plan, assemble, test, and reflect ● Research to identify best materials and design for the lander to guide the plan and assembly ● Create steps to build the egg lander- teacher observes and coaches the assembly process ● Launch egg drop and collect data using altitude finder to assess flight path ● Evaluate the design and identify strengths and areas of improvement based on the data

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Grade 6 Stem Lab Unit 3

Course Name: STEM Lab Unit 3 Title: Structures: Engineering That Won't Break

Est. # of Lessons: 5-7

Unit Overview: We've explored forces on moving objects. Now we flip the question: how do forces act on things that need to STAY PUT and not break? Using only paper, we engineer bridges and towers that can support serious weight. We learn about compression (squeezing forces) and tension (pulling forces) and discover why some designs crumble while others hold strong. Every choice matters: where we fold, how we connect, what shape we build. We test our structures by stacking pennies or reams of paper one by one until they collapse—watching exactly where they fail and why. The challenge: whose design will hold the most weight before it finally breaks?

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.02.01 : Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● DD.03.10: Identify the factors used to select the designs for structures based on building laws and codes, style, convenience, cost, climate, and function ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings

Essential Questions

● Structures experience two primary types of forces—compression (squeezing) and tension (pulling)—and different designs handle these forces differently. ● The shape and geometry of a structure

● What makes some structures strong enough to stand while others collapse—even when they use the same materials? ● How can we predict where something will break before it actually breaks?

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Grade 6 Stem Lab Unit 3 determines how it distributes weight and resists forces, often making design more important than material strength. ● Testing structures to the point of failure reveals exactly where and why they fail, providing critical information for improving future designs. ● Structures work as systems where all parts must work together—if one connection or component fails, the entire structure can collapse.

● How do the choices we make about shape and connection determine whether a structure holds or fails?

Knowledge

Skills (Framed as Learning Targets)

● Forces on structures, both buildings and bridges, what keeps them up and what makes them fall. ● Strength and weaknesses of materials for given structural constraints and designs

● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs are stronger than others. ● I can collaborate with others to build and test a successful structure.

Key Vocabulary: Tension, compression, torque, sheer, life/dead/environmental loads, bridge types (eg. bean, suspension, arch), columns, pillars, walls, foundations and building materials (eg. concrete, wood, metal)

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Penny Bridge Engineering Challenge: Students will be assessed on the following criteria. ● Ability to design a beam bridge with and without pillars to hold up the most weight possible. ● Ability to test and redesign their bridge to hold more pennies than the previous build.

● Q&A: Identifying the forces on their bridge/skyscraper designs and any potential fail points in their build. ● Observation on ability to work as a team towards a common goal. ● Ability to create a bridge on the computer that is limited by budget. The bridge must pass a stress test. ● Quiz: What are the forces on bridges/structures, what are different types of bridges used and what are different materials used to make structures stand strong.

Reflection on Penny Bridge: Which design was able to hold more pennies?

How could you redesign your best trial to hold even more pennies?

Skyscraper Engineer Challenge: Students will be assessed on the following criteria. ● Ability to design a foundation to hold up the maximum weight possible.

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Grade 6 Stem Lab Unit 3 ● Test and redesign foundation to increase its strength with each trial.

Reflection on Skyscraper: What foundation design/shapes worked best in holding up the most weight. Could this be done more efficiently, with less material and still hold the same weight?

STAGE 3: LEARNING PLAN First Topic: Building a Bridge

Estimated # of Lessons:

Learning Targets: ● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs are stronger than others. ● I can collaborate with others to build and test a successful structure.

Essential Questions: ● What makes some structures strong enough to stand while others collapse—even when they use the same materials? ● How can we predict where something will break before it actually breaks? ● How do the choices we make about shape and connection determine whether a structure holds or fails?

Learning Activities: ● Introduction to forces on bridges and types of bridges. ● Orientation to penny bridge project ● Design, build, test, redesign and retest penny bridge ● Use Bridge Designer program to design a bridge with monetary constraints. ● Reflect on successes and failures of their penny bridges based on data gathered.

Second Topic: Building a Tower

Estimated # of Lessons:

Learning Targets: ● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs

Essential Question: ● What makes some structures strong enough to stand while others collapse? ● How can we predict where something will break before it actually breaks? ● Why does the way we connect and shape materials matter more than the materials themselves?

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Grade 6 Stem Lab Unit 3 are stronger than others. ● I can collaborate with others to build and test a successful structure.

Learning Activities: ● Introduction to materials used and forces on structures (buildings) ● Orientation to skyscraper design challenge ● Design, build, test, redesign and retest a foundation to hold up the maximum weight possible. ● Reflect on successes and failures of their foundations based on data gathered.

188

Grade 6 Stem Lab Unit 4

Course Name: STEM Lab Unit 4 Title: Energy: Controlling the Ride — From Stored to Speed

Est. # of Lessons:10-12

Unit Overview: We've examined forces that make things fly, fall, and stand strong. Now we tackle the force behind all motion: energy—and learn to control its transformation from start to finish. We build paper roller coasters where a marble at the top has stored energy that turns into speed on the way down. Can we design loops, turns, and hills wild enough to be exciting but controlled enough to actually work? We're dealing with speed, momentum, friction, and physics—and our design choices determine whether the marble makes it all the way through, flies off the track, or gets stuck halfway down. We test, redesign, and test again until we create the wildest ride that actually works.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.01.07: Explain that requirements for a design are made up of criteria and constraints ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors Understandings ● Energy cannot be created or destroyed—it only transforms from one form to another, and in any system some energy is always

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● Where does energy come from, where does it go, and how do we control it? ● How do we design a roller coaster that's

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Grade 6 Stem Lab Unit 4 lost to friction and heat. ● Potential energy (stored energy based on position) transforms into kinetic energy (motion energy) as objects fall or descend, following predictable mathematical relationships. ● Engineering energy systems requires balancing competing goals—in roller coasters, designs must be exciting enough to be interesting but controlled enough for the marble to complete the course. ● Small changes in design variables (slope angle, curve radius, track smoothness) can dramatically affect energy flow and system success or failure.

exciting enough to be fun but controlled enough to actually work?

Knowledge

Skills (Framed as Learning Targets)

● Efficient ways to input energy into a system ● Connection between height, speed, and energy Key Vocabulary: Gravitational Potential Energy, Kinetic Energy, gravity, mass, velocity, conservation of energy, friction.

● I can explain the difference between potential and kinetic energy. ● I can describe how energy transfers and transforms in a system. ● I can design and build a working paper roller coaster for a marble. ● I can test and adjust my design to improve the marble's path. ● I can describe how gravity, friction, and momentum affect motion. ● I can analyze why my roller coaster succeeded or failed and redesign specific elements to improve performance.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Roller Coaster Design Challenge: Students will be assessed on the following criteria. ● Ability to design and build a paper marble roller coaster within specific constraints ● Marble must perform tasks while on the track, turns, hills and loops ● Marble must complete the roller coaster without needing assistance or falling off.

● Q&A: Identifying the high and low points of potential and kinetic energy.. ● Observation on ability to identify possible trouble areas for their marble on the roller coaster. Where may it get stuck or fly off. ● Quiz: What are potential and kinetic energy and how are they seen in the world today.

Reflection on Roller Coaster: How was I able to gain enough potential energy to complete the roller coaster? If my marble did not

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Grade 6 Stem Lab Unit 4 finish, what could I have done differently to succeed. Which parts of the coaster were the hardest to create?

STAGE 3: LEARNING PLAN First Topic: Roller Coaster

Estimated # of Lessons:

Learning Targets: ● I can explain the difference between potential and kinetic energy. ● I can describe how energy transfers and transforms in a system. ● I can design and build a working paper roller coaster for a marble. ● I can test and adjust my design to improve the marble's path. ● I can describe how gravity, friction, and momentum affect motion. ● I can analyze why my roller coaster succeeded or failed and redesign specific elements to improve performance.

Essential Questions: ● Where does energy come from, where does it go, and how do we control it? ● How do we design a roller coaster that's exciting enough to be fun but controlled enough to actually work?

Learning Activities: ● Introduction to GPE and KE in a closed system ● Orientation to paper marble roller coaster project ● Design roller coaster to meet design requirements ● Build and test roller coaster, redesigning where needed ● Reflect on roller coaster tests

191

Grade 7 Construction

Grade 7 Construction This course teaches you to see buildings the way architects do and design houses people actually want. We investigate how real residential construction works—measuring, analyzing systems, understanding what makes spaces functional. Then you design your own complete house. Along the way, we learn technical skills—CAD software, architectural drawing, precise measurement—and strategic thinking about what makes houses work and what makes them desirable.

Unit 1: Basic Home Construction Design 13-16 Days (8-11)

Unit 2: Building the Dream House 13-16 Days (10-12)

We start by investigating residential construction using the building you know best—your house. Using Google Earth for exterior views/general measurements and your own photos for interior details, you'll gather the data needed to recreate your house as technical drawings. Then comes representation: translating three-dimensional spaces into two-dimensional floor plans. First on graph paper with proper scale and dimensions, then using CAD software to create professional architectural drawings.

You'll learn to show walls (interior and exterior), doors, windows, stairs, electrical systems, plumbing, and appliances using standard architectural conventions.

Now design a house worth buying. Make people want it. Apply skills from drawing your current house on paper and with Floor Plan to design a dream house for potential buyers. We continue to use CAD software to make hundreds of design decisions such as detailed floor plans with walls, doors, windows, stairs, electrical runs, plumbing fixtures, and appliances. Then comes a presentation where you generate 3D models and create virtual walkthroughs that showcase your design's best features. Finally, pitch your house to classmates acting as potential buyers.

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Grade 7 Construction Unit 1

Course Name: Construction Unit 1 Title: Basic Home Construction Design

Est. # of Lessons: 13-16

Unit Overview: We start by investigating residential construction using the building you know best—your house. Using Google Earth for exterior views/general measurements and your own photos for interior details, you'll gather the data needed to recreate your house as technical drawings. Then comes representation: translating three-dimensional spaces into two-dimensional floor plans. First on graph paper with proper scale and dimensions, then using CAD software to create professional architectural drawings. You'll learn to show walls (interior and exterior), doors, windows, stairs, electrical systems, plumbing, and appliances using standard architectural conventions.

STAGE 1: DESIRED RESULTS Established Goals ● DD.02.07: Create various graphic representations or drawing of the design solution ● IT.01.01: Design and use instruments to gather data ● DD.01.02: Incorporate science concepts and mathematical processes applied through the use of technology ● DD.03.11: Explain that buildings contain a variety of subsystems

Understandings ● Buildings are complex systems where structural elements, utilities (electrical, plumbing), and spatial design work together—understanding houses requires analyzing how these subsystems connect rather than viewing rooms in isolation. ● Accurate measurement is the foundation of

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions ● What's the difference between looking at a house and seeing how it actually works? ● How do I capture something threedimensional on flat paper and make it accurate enough to rebuild? ● How precise do my measurements need to be when recreating something that already

193

Grade 7 Construction Unit 1 technical drawings—small measurement errors compound when translating real buildings into scaled representations, making precision essential for drawings that match reality. ● Three-dimensional buildings must be represented as two-dimensional technical drawings using scale, architectural conventions, and multiple views—floor plans show horizontal relationships while elevations show vertical dimensions. ● Graph paper drafting develops understanding of scale, proportion, and spatial relationships before CAD software automates these processes—hand drawing reveals how buildings work in ways that jumping directly to digital tools can obscure. ● Architectural drawings use standardized symbols and conventions to communicate information universally—walls, doors, windows, electrical outlets, and plumbing fixtures have specific representations that architects and builders recognize.

exists? ● How do I turn a real building into a drawing so that someone could use it to better understand the floor plan?

Knowledge

Skills (Framed as Learning Targets)

● Buildings contain interconnected subsystems: structural elements, electrical wiring, and plumbing ● Components of residential electrical systems ● Components of residential plumbing systems ● Proportions and scale factors ● Floor plans show a horizontal slice through a building, revealing room layout, wall placement, doors, windows, and built-in features. ● Standardized symbols in architectural drawings ● Basis elements in CAD Key Vocabulary: blueprint, floor plan, elevation, scale, proportion, facade, architect, landscape architect, civil engineer, draftsperson, foundation,

● I can systematically measure rooms, walls, doors, and windows in an existing building with accuracy. ● I can identify and document electrical systems (outlets, switches, fixtures) in a residential building. ● I can identify and document plumbing systems (fixtures, drains) in a residential building. ● I can use multiple data sources (measurements, photos, Google Earth) to gather complete information about a building. ● I can explain how structural elements, electrical systems, plumbing, and spatial design work together as an integrated system. ● I can select an appropriate scale (such as 1/4"=1') for representing a building on paper. ● I can draw walls (interior and exterior), doors,

194

Grade 7 Construction Unit 1 column, joist, framing, stud, roof pitch, egress, ½ bath ● ● ● ● ● ● ● ● ● ●

and windows using proper architectural symbols on graph paper.

I can create a complete floor plan on graph paper showing rooms, walls, doors, windows, and labeled dimensions.

I can represent electrical and plumbing using standard architectural symbols.

I can navigate CAD software to create, save, and modify digital floor plans.

I can draw walls with accurate dimensions in CAD software.

I can insert and position doors and windows in CAD drawings using software tools.

I can add electrical systems (outlets, switches, fixtures) to CAD floor plans using appropriate symbols.

I can add plumbing fixtures and appliances to CAD floor plans using appropriate symbols.

I can compare my floor plan to actual measurements and identify discrepancies.

I can label rooms, dimensions, and features clearly on architectural drawings.

I can explain how mathematical ratios and scale factor translate real-world measurements into technical drawings.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Initial Blueprint: Students will be assessed on the following criteria: ○ Ability to accurately scale down their house ○ Ability to label and dimension the blueprint ○ Use of proper symbols for doors, windows, outlets, etc. ● CAD Design: Students will be assessed on the following criteria. ○ Following the blueprint ○ Used each learned feature of the CAD software to recreate the blueprint drawing

● 1:1 Teacher Observation on Designs: ○ Drawing: coaching and troubleshooting on features of the house in their drawings ○ CAD: observing and coaching on the use of features as students work with it for the first time ● Reflection on first time using CAD: what went well, what was difficult to learn, what areas might you need to focus on the next unit

STAGE 3: LEARNING PLAN

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Grade 7 Construction Unit 1 First Topic: General House Design

Estimated # of Lessons: 2

Learning Targets:

Essential Question: ● What's the difference between looking at a house and seeing how it actually works?

● I can use multiple data sources (measurements, photos, Google Earth) to gather complete information about a building.

Learning Activities: ● Discuss similarities between students' houses and how they relate to state codes. ● View houses online, different types and locations, familiarizing ourselves with design features.

Second Topic: Initial Blueprint of a House

Estimated # of Lessons: 4-6

Learning Targets:

Essential Questions: ● How do I turn a real building into a drawing so that someone could use it to better understand the floor plan? ● How precise do my measurements need to be when recreating something that already exists?

● I can systematically measure rooms, walls, doors, and windows in an existing building with accuracy. ● I can identify and document electrical systems (outlets, switches, fixtures) in a residential building. ● I can identify and document plumbing systems (fixtures, drains) in a residential building. ● I can use multiple data sources (measurements, photos, Google Earth) to gather complete information about a building. ● I can explain how structural elements, electrical systems, plumbing, and spatial design work together as an integrated system. ● I can explain how mathematical ratios and scale factor translate real-world measurements into technical drawings. ● I can select an appropriate scale (such as 1/4"=1') for representing a building on paper. ● I can draw walls (interior and exterior), doors, and windows using proper architectural symbols on graph paper. ● I can create a complete floor plan on graph paper showing rooms, walls, doors, windows, and labeled dimensions. ● I can represent electrical and plumbing using standard architectural symbols.I can

196

Grade 7 Construction Unit 1 label rooms, dimensions, and features clearly on architectural drawings. ● I can compare my floor plan to actual measurements and identify discrepancies.

Learning Activities: ● Measure, online and in person, their own home. ● Create a blueprint of their house.

Third Topic: Orientation to CAD Based on House Blueprint

Estimated # of Lessons: 6-7

Learning Targets:

Essential Questions: ● How do I capture something threedimensional on flat paper and make it accurate enough to rebuild? ● How precise do my measurements need to be when recreating something that already exists?

● I can navigate CAD software to create, save, and modify digital floor plans. ● I can draw walls with accurate dimensions in CAD software. ● I can insert and position doors and windows in CAD drawings using software tools. ● I can add electrical systems (outlets, switches, fixtures) to CAD floor plans using appropriate symbols. ● I can add plumbing fixtures and appliances to CAD floor plans using appropriate symbols.

Learning Activities: ● Learn the basics of a CAD house software ● Use the CAD software to design your house.

197

Grade 7 Construction Unit 2

Course Name: Construction Unit 2 Title: Building the Dream Home

Est. # of Lessons: 13-16

Unit Overview: Now design a house worth buying. Make people want it. Apply skills from drawing your current house on paper and with Floor Plan to design a dream house for potential buyers. We continue to use CAD software to make hundreds of design decisions such as detailed floor plans with walls, doors, windows, stairs, electrical runs, plumbing fixtures, and appliances. Then comes a presentation where you generate 3D models and create virtual walkthroughs that showcase your design's best features. Finally, pitch your house to classmates acting as potential buyers.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.02.07: Create various graphic representations or drawing of the design solution ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.03.10: Identify the factors used to select designs for structures based on building laws and codes, style, convenience, cost, climate, and function ● DD.01.03: The positive and negative aspects of a design

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

● House design must prioritize how people actually live—functional layouts consider daily routines, family dynamics, traffic flow,

● What's the difference between designing a house you'd want to live in and designing a house other people want to buy?

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Grade 7 Construction Unit 2

●

●

●

●

and practical needs rather than just aesthetic appeal.

Market desirability depends on factors beyond personal preference—buyers evaluate style, convenience, functionality, spatial relationships, and perceived value when deciding which houses they want.

Spatial flow determines how livable houses feel—rooms must connect logically with appropriate adjacencies (kitchen near dining, bathrooms accessible from bedrooms, entry leading naturally to living spaces).

Residential design involves hundreds of interconnected decisions where choices about one element affect others—room sizes impact hallway layouts, stair placement influences floor plans, kitchen design affects plumbing runs.

3D visualization tools reveal design problems that 2D floor plans hide—virtual walkthroughs expose awkward spaces, poor proportions, and circulation issues that appear functional in plan view.

Knowledge

● Room placement and traffic pattern ● Appliance, electrical and plumbing layout ● Design trade-offs require balancing competing priorities ● Awareness that building codes constrain design decisions ● Buyer desirability — functionality, spatial flow, style, and convenience ● Value of virtual walkthroughs Key Vocabulary: blueprint, floor plan, elevation, scale, proportion, facade, foundation, column, joist, framing, stud, roof pitch, egress, ½ bath, traffic flow, open concept, work triangle, foyer, mudroom, schematic, trade-off, curb appeal, buyer desirability, building code, setback, load-bearing wall, virtual walkthrough

● How do I know if my design works before anyone tries to live in it? ● What makes a house layout "flow" versus feel like a maze of disconnected rooms? ● How do the decisions I make early in a design shape — or limit — every decision that comes after?

Skills (Framed as Learning Targets) ● I can determine the number and types of rooms needed for a functional two-story house. ● I can make strategic decisions about room sizes that balance functionality with space constraints. ● I can plan stairway placement that connects floors logically and doesn't disrupt room layouts. ● I can design room layouts that accommodate required furniture and allow appropriate circulation space. ● I can design room adjacencies that create logical flow (kitchen near dining, bathrooms accessible from bedrooms). ● I can plan traffic patterns that allow people to move through the house without disrupting room functions. ● I can design kitchen layouts that create functional work triangles (sink, stove, refrigerator).

199

Grade 7 Construction Unit 2 ● I can plan bathroom layouts where fixtures are accessible and functional. ● I can identify factors that make houses desirable to buyers (style, convenience, functionality, spatial relationships). ● I can plan electrical outlet and switch placement that serves room functions effectively. ● I can create detailed first-floor and secondfloor CAD plans showing walls, doors, windows, and dimensions. ● I can accurately represent electrical systems throughout both floors in CAD. ● can accurately represent plumbing fixtures and appliances throughout both floors in CAD. ● I can generate 3D models from 2D floor plans using CAD software. ● I can create virtual walkthroughs that showcase my design's best features. ● I can present my house design effectively to potential buyers, highlighting key features and functionality. ● I can explain what I would change about my design based on buyer feedback and why those changes would improve desirability. ● I can brainstorm initial floor plan concepts and explain the trade-offs between them before selecting a final design. ● I can highlight positive features and design limitations in my presentation based on my completed dream house plan. ● I can explain how building codes, cost constraints, and climate considerations influence residential design decisions.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Initial Blueprint: Students will be assessed on the following criteria: ○ Ability to accurately design and draw a scale model of their dream house ○ Ability to label and dimension the blueprint ○ Use of proper symbols for doors,

● 1:1 Teacher Observation on Designs: ○ Drawing: coaching and troubleshooting on features of the house in their drawings ○ CAD: observing and coaching on the use of features as students work with it for the first time

200

Grade 7 Construction Unit 2 windows, outlets, etc. ● CAD Design: Students will be assessed on the following criteria. ○ Following the blueprint ○ Used each learned feature of the CAD software to recreate the blueprint drawing ○ Present a “walk through” of their house as a sales pitch to potential buyers.

● Reflection on first time using CAD: what went well, what was difficult to learn, what areas might you need to focus on the next unit

STAGE 3: LEARNING PLAN First Topic: Dream House Blueprint

Estimated # of Lessons: 6-7

Learning Targets: ● I can determine the number and types of rooms needed for a functional two-story house. ● I can make strategic decisions about room sizes that balance functionality with space constraints. ● I can plan stairway placement that connects floors logically and doesn't disrupt room layouts. ● I can design room layouts that accommodate required furniture and allow appropriate circulation space. ● I can design room adjacencies that create logical flow (kitchen near dining, bathrooms accessible from bedrooms). ● I can plan traffic patterns that allow people to move through the house without disrupting room functions. ● I can design kitchen layouts that create functional work triangles (sink, stove, refrigerator). ● I can plan bathroom layouts where fixtures are accessible and functional. ● I can identify factors that make houses desirable to buyers (style, convenience, functionality, spatial relationships). ● I can plan electrical outlet and switch placement that serves room functions effectively.

Essential Question: ● What's the difference between designing a house you'd want to live in and designing a house other people want to buy? ● What makes a house layout "flow" versus feel like a maze of disconnected rooms? ● How do the decisions I make early in a design shape — or limit — every decision that comes after?

Learning Activities: ● Brainstorm a design for your dream house

201

Grade 7 Construction Unit 2 ● Draw a complete blueprint for your dream house Second Topic: Dream House CAD Design

Estimated # of Lessons: 7-8

Learning Targets: Essential Questions: ● I can create detailed first-floor and second● What's the difference between designing a floor CAD plans showing walls, doors, house you'd want to live in and designing a windows, and dimensions. house other people want to buy? ● I can accurately represent electrical ● How do I know if my design works before systems throughout both floors in CAD. anyone tries to live in it? ● can accurately represent plumbing fixtures and appliances throughout both floors in CAD. ● I can generate 3D models from 2D floor plans using CAD software. ● I can create virtual walkthroughs that showcase my design's best features. ● I can present my house design effectively to potential buyers, highlighting key features and functionality. ● I can explain what I would change about my design based on buyer feedback and why those changes would improve desirability. ● I can highlight positive features and design limitations in my presentation based on my completed dream house plan. ● I can explain how building codes, cost constraints, and climate considerations influence residential design decisions.

Learning Activities: ● Create your dream house in CAD

202

Architectural Design 1 ARCHITECTURE 1-CAD COURSE # WTN102

0.5 Credit (FVA, STEM)

PREREQUISITE: WTN101- Introduction to CAD In this hands-on course, you will bridge architectural theory with digital drafting to master the industry’s technical language. After exploring AEC careers and ethics, you will learn to create scaled 2D drawings and 3D CAD models. You will investigate residential structural integrity—including walls, foundations, and roofs—while applying building codes and historical trends. The course culminates in a professional portfolio of buildable, code-aware designs that translate architectural intent into reality.

Students have the ability to earn credit through CT State College and Career Pathways (CCP) program.

203

Architectural Design 1 Architectural Design 1 Every building we've ever walked into — a school, a hospital, a house — started as someone's idea on paper. In this course, we work like the professionals do: sketching by hand, drafting in CAD, reading construction drawings, and making decisions that real architects and engineers face every day. We build a portfolio of technical drawings that show what we can actually do — and develop a clear picture of whether a career in the building industry is a path worth considering.

Unit 1: Introduction to Architecture Est. # of Days: 4-6

Unit 2: Wall Construction Est. # of Days: 8-10

Unit 3: Floor & Foundation Construction Est. # of Days: 8-10

Unit 4: Roof & Cornice Construction Est. # of Days: 8-10

Before a single wall goes Now that we know who A wall has to stand on We've built up from the up, dozens of people have builds, we start looking at something. In this unit, we ground. Now we close it off already made critical what they build. A wall dig into the systems at the top. The roof is where beneath — how decisions. Who are they, looks simple. It's not. In a building meets the weather — and where structural what do they do, and what this unit, we get into the foundations and floor happens when one of structure of a woodframing work together to thinking, climate them gets it wrong? In this frame wall — what holds carry the loads that walls performance, and design it up, how it handles unit, we map out the full and everything above intent all have to work at team behind a building forces, what happens at them create. We trace once. In this unit, we work project, explore what openings, and why every how soil conditions, through pitch calculations, different careers in fastener and component footing size, and material compare truss and rafter architecture and placement matters. We choices affect whether a systems, and figure out how construction actually sketch and draft section structure holds or fails, and overhangs protect everything require, and start reading drawings that show produce technical drawings below. We make real design the drawings that hold a exactly how a wall is built, that show we understand decisions and document project together. from the bottom plate to how these systems connect them in scaled drawings that the top. to what we built above. show a buildable, code-aware assembly from ridge to eave.

Unit 5: Intro to Floor Plan Design Est. # of Days: 10-12

We've studied a building piece by piece — who designs it, how its walls stand, what holds it up, what keeps the weather out.

Now we step back and read the whole thing. A floor plan is a conversation between designer and builder, between space and the people who use it. In this unit, we read that conversation: interpreting symbols, measuring distances at scale, and analyzing how rooms connect and how people move through them.

Then we make our own design decisions and sketch a plan that shows both what we know and how we think.

204

Architectural Design 1 Unit 1

Course Name: Architectural Design 1 Unit 1 Title: Introduction to Architecture

Est. # of Days: 4-6

Unit Overview: Before a single wall goes up, dozens of people have already made critical decisions. Who are they, what do they do, and what happens when one of them gets it wrong? In this unit, we map out the full team behind a building project, explore what different careers in architecture and construction actually require, and start reading the drawings that hold a project together.

STAGE 1: DESIRED RESULTS Established Goals ● ARCH.01.01: Discuss current trends in commercial and residential architecture. ● ARCH.01.02: Research and differentiate between design periods that shaped today's structures. ● ARCH.02.02: Differentiate between human wants and needs. ● ARCH.03.01: Research and identify regulations and codes that are needed to establish a legal and safe design. ● ARCH.06.01: Identify, research, develop, and explain architectural and construction plans, drawings, diagrams, and specifications. ● ARCH.08.01: Research and collect data that relates to architectural drafting and design

Transfer Goals ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

● The AEC industry depends on many specialists whose work overlaps and depends on trust — when one role fails, everyone downstream is affected. ● Careers in AEC require different combinations of technical skill, mathematical reasoning, and professional judgment, not just credentials. ● Ethics and building codes aren't obstacles — they exist because real people were harmed when standards didn't exist. ● Historical events and design movements reveal how the field corrects itself over time. Drawings are a shared language: plan,

● Who is responsible when a building fails — and how do we decide? ● What does it actually take to turn an idea into a building that's safe for people to use? ● How have past mistakes and cultural shifts changed what architects and builders are required to do? ● What would you need to learn to have a career in this industry — and is that a path you'd consider?

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Architectural Design 1 Unit 1 section, and elevation each communicate what words and models cannot.

Knowledge ● Knowledge of the roles and responsibilities of key AEC industry positions, including architect, engineer, designer, drafter, contractor, inspector, and loan officer. ● The education, training, and certification pathways for careers in the AEC industry— including college programs, apprenticeships, and trade schools—and the core math and technical skills essential for success in these fields. ● Basic ethical principles and the legal basis that guide AEC professionals (duty of care, safety, honesty, building codes, permits, contracts). ● Key historical events and architectural trends that have shaped building design. ● The purpose of common drawing types.

Key Vocabulary: architect, engineer, designer, contractor, inspector, certification, ethics, building codes, construction practices, scaled drawings

Skills (Framed as Learning Targets) ● I can evaluate the roles on an AEC project team and analyze what goes wrong when any one role is absent, overlaps carelessly, or makes a poor decision — using a real or simulated project scenario as evidence. ● I can assess at least two AEC career paths and make a defended claim about which path best fits a specific set of skills, interests, and life goals — including my own — citing what education, training, and core math or technical skills each path requires. ● I can select and correctly apply the appropriate measurement tool (ruler, tape, architect scale, or engineering scale) to take or interpret a measurement, and explain why precision matters at different stages of a building project. ● I can explain why ethics, building codes, permits, and contracts exist in the AEC industry by tracing at least one real historical case where their absence caused harm — and assess how those standards now govern a professional decision. ● I can analyze how a specific historical event or architectural movement changed what designers and builders are required or expected to do today — connecting past influence to a current practice or code provision. ● I can interpret a set of architectural drawings and explain what each type — plan, section, elevation — communicates that the others do not, using specific examples from a real drawing set to support my interpretation.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Career Research and Argument: Students

● AEC Role & Responsibilities: students map

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Architectural Design 1 Unit 1 research an AEC career path and produce a written recommendation arguing which path is the strongest fit for someone with their skills and interests. The argument must cite evidence about education, salary, and required skills; identify one ethical risk or code-related responsibility that career involves; and explain how a professional in that role would handle it. Students present findings briefly to the class.

role interdependencies using a project scenario ● Introduction to Architectural Drawings: Students visually peruse a commercial set of floor plans and detailed drawings.

STAGE 3: LEARNING PLAN First Topic: AEC Roles & Responsibilities

Estimated # of Days: 2

Learning Targets: Essential Questions: ● I can name at least three careers in the AEC ● What careers exist in the AEC industry and what does each job do? industry and describe what each role does. ● What education, skills, and experience are ● I can research one AEC career online and create a clear career summary (job tasks, needed for this AEC career, and what can I education, and typical salary). expect to earn? ● How do architects, engineers, contractors, ● I can explain how different AEC roles work together on a building project. and other AEC professionals work together to complete a building project?

Learning Activities: ● LESSON: Roles and Responsibilities in the AEC industry Lesson ● ACTIVITY: Career Research Assessment: Create a career exploration document on AEC, and related fields. Students will be required to perform online research.

Second Topic: Architectural Trends

Estimated # of Days: 3

Learning Targets: ● I can summarize key historical events and architectural trends that have influenced modern building design. ● I can explain basic ethical principles and the origins of law, and analyze their influence on professional practices in the AEC industry. ● I can identify key parts of a set of architectural drawings (plan, section, elevation) and explain their purpose.

Essential Questions: ● How have historical events and design trends shaped the way we build today? ● What are basic ethical responsibilities and laws that guide architects and construction professionals? ● What information does each drawing type (plan, section, elevation) give about a building?

Learning Activities: ● Lesson: Architecture Trends Lesson ● Activity: Introduction to Architectural Drawings: Students visually peruse a commercial set of floor plans and detailed drawings.

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Architectural Design 1 Unit 2

Course Name: Architectural Design 1 Unit 2 Title: Wall Construction

Est. # of Days: 8-10

Unit Overview: Now that we know who builds, we start looking at what they build. A wall looks simple. It's not. In this unit, we get into the structure of a wood-frame wall — what holds it up, how it handles forces, what happens at openings, and why every fastener and component placement matters. We sketch and draft section drawings that show exactly how a wall is built, from the bottom plate to the top.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● ARCH.06.01: Identify, research, develop, and explain architectural and construction plans, drawings, diagrams, and specifications. ● ARCH.02.02: Differentiate between human wants and needs. ● ARCH.03.01: Research and identify regulations and codes that are needed to establish a legal and safe design. ● ARCH.06.02: Draw and sketch by hand to communicate ideas effectively. ● ARCH.05.01: Apply prior knowledge to discuss daily needs and influences identified in their environment.

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

● Every component in a wood frame wall has a specific structural role — remove or weaken one, and the whole system is affected. ● A building doesn't fail all at once — it fails where physics was ignored or misunderstood. ● How things are connected matters as much as what they're made of — a wall is only as strong as its weakest joint. ● Every opening in a wall is actually two openings — Finished and Rough. One for the structure, one for the finish trim — and confusing them causes costly errors. ● Building codes aren't arbitrary rules — they're a written record of what went wrong and who got hurt.

● Architectural drawings are a shared language — its symbols only work because everyone agrees on what they mean. ● Scale isn't just a math technique — it's a promise that the drawing accurately represents reality. ● A floor plan doesn't just show where the walls are — it predicts how people will move, gather, and feel in a space. ● You can read a room's function in its plan before you ever step inside it — if you know what to look for. ● Understanding a space on paper requires imagining the human experience within it — plans are proposals, not just drawings.

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Architectural Design 1 Unit 2 ● Technical drawings are the shared language between designer and builder — precision in representation prevents errors in the field.

Knowledge

● A good layout isn't accidental — it reflects deliberate decisions about privacy, light, circulation, and how people actually live.

Skills (Framed as Learning Targets)

● Components, functions, and arrangement in a typical wood frame wall. ● The difference and importance of rough openings versus finished openings in construction. ● Basic principles of physics and material analysis relevant to architectural design. ● Use of common measurement tools (ruler, tape, architect, and engineering scales). ● Common fastening techniques used to join components in frame walls. ● Building codes and their role in ensuring safe and compliant construction practices. ● Common drawing symbols used in architectural and construction drawings. ● Fundamentals of scaled, two-dimensional section drawings in architecture.

● I can identify and describe the components of a wood frame wall and explain their structural roles. ● I can apply basic physics and material analysis concepts to architectural design decisions. ● I can identify the various fastening methods used in frame walls and assess their effects on structural integrity. ● I can differentiate between rough and finished openings and explain their significance in construction. ● I can interpret building codes and apply key provisions to construction practices for safety compliance. ● I can read, interpret, and create scaled twodimensional section drawings to accurately represent frame wall components.

Key Vocabulary: wood frame wall, fastening methods, rough opening, load path, finished opening, two dimensional section drawing STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Wall Systems & Elevations Performance Task: Acting as a Junior Architectural Designer, students will produce a comprehensive technical package consisting of a Wall Plan, Section Drawing, and Panel Elevation. This task requires students to synthesize their understanding of structural loads and "shared language" symbols to create a buildable blueprint. ● Technical Drawing Portfolio (Cumulative)

● Sketching/Drawing Exercises using basic shapes to create components of a wall ● CAD Drawing Exercises showing relationships among all the components of the wall ● The Wall System Anatomy & Nomenclature Check verifies that all critical framing members (studs, plates, headers, and sills) are correctly identified and meet the specific "shared language" requirements of a technical drawing.

STAGE 3: LEARNING PLAN

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Architectural Design 1 Unit 2 First Topic: Wall Plan & Section Drawing

Estimated # of Days: 3

Learning Targets: ● I can identify and describe the components of a wood frame wall and explain their structural roles. ● I can produce an accurate plan & section view of a typical frame wall using drafting equipment. ● I can understand residential construction documents: notes, title blocks, line types, scales, dimensions, and common symbols.

Essential Questions: ● What are the main components of a wood frame wall, and how do their functions contribute to the wall’s structure? ● Why is understanding physics and material properties important in architectural design? ● What fastening methods are used in frame wall construction, and how do they affect the building’s strength?

Learning Activities: ● The Builder’s Rule: Precision Measurement & Framing Fundamentals ○ Teacher: Models the "Measure Twice, Cut Once" professional standard; demonstrates fractional measurement tolerances in framing. ○ Student: Conducts a precision audit on physical lumber samples to identify how minute errors compound in a build. ● Structural Integrity Lab: Physics, Loads, and Material Failure ○ Teacher: Facilitates load-testing simulations; provides "failed" material samples for forensic analysis. ○ Student: Analyzes how compression and tension forces act on different spans to determine the "why" behind building code requirements. ● Architectural Alphabet: Mastery of Line Weights & Types ○ Teacher: Curates professional blueprints to highlight "visual hierarchy"; coaches students on pencil/digital pressure. ○ Student: Practices the "grammar" of drafting, ensuring thick, medium, and thin lines clearly communicate structural priority. ● The Component Detail: 2D Orthographic Projection ○ Teacher: Guides the translation of a 3D physical object into a multi-view 2D technical drawing. ○ Student: Generates precise top, front, and side views, applying the "shared language" of industry symbols. ● Production Challenge: The Wall Section Technical Brief ○ Teacher: Acts as a "Code Official," reviewing student drawings for technical accuracy and clarity. ○ Student: Drafts a professional-grade wall section that serves as an error-free "instruction manual" for a builder. ● Professional Design Journal & Technical Archive ○ Teacher: Reviews portfolios as a "Creative Director," providing feedback on growth and technical mastery. ○ Student: Curates and reflects on their semester’s work, organizing artifacts to demonstrate their readiness for advanced design tasks.

Second Topic: Stud Wall and Panel Elevation

Estimated # of Days: 7

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Architectural Design 1 Unit 2 Learning Targets: ● I can identify and describe the components of a wood frame wall and explain their structural roles. ● I can differentiate between rough and finished openings and explain their significance in construction. ● I can generate an accurate 2-D drawing showing the progression from a floor plan to stud layout, then panel elevation on a CAD system.

Essential Questions: ● What is the difference between a rough opening and a finished opening, and why does it matter in construction? ● How do building codes shape modern construction practices and ensure safety? ● How can scaled, two-dimensional section drawings help communicate the details of a frame wall’s construction?

Learning Activities: Residential Floor Plan Logic ● Teacher: Models spatial zoning and circulation flow; demonstrates the use of standardized architectural symbols for openings and fixtures. ● Student: Interprets a design brief to arrange living spaces, ensuring the floor plan meets both functional needs and structural common sense.

Precision Bottom Plate Layout ● Teacher: Demonstrates the translation of a floor plan to a "plate layout," showing how to mark stud centers, jack studs, and king studs. ● Student: Creates a physical or digital layout of a bottom plate, marking exact locations for every vertical member of a wall frame.

Scaled Floor Plan & Dimensional Accuracy ● Teacher: Guides students through CAD environment settings, focusing on architectural scale and the "math of dimensions." ● Student: Executes a high-precision digital floor plan where every dimension is verified for construction-ready accuracy.

Translating the Plate Layout to CAD ● Teacher: Coaches students on the relationship between 2D symbols and 3D structural reality in a digital workspace. ● Student: Drafts a digital plate layout that serves as the technical "map" for a framing crew.

Stud Wall Panel Production ● Teacher: Introduces the "Panel Elevation" concept, showing how to view a wall from the side to see its internal structural skeleton. ● Student: Generates a detailed wall panel elevation, identifying all framing components from the sole plate to the top plate.

The Unified Wall Plan & Elevation Brief

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Architectural Design 1 Unit 2

● Teacher: Acts as a Senior Architect conducting a "Design Review" for technical compliance and clarity. ● Student: Synthesizes the floor plan and elevation into a single technical brief that proves they can communicate a design to a builder.

Professional Technical Portfolio ● Teacher: Provides 1:1 coaching on "Visual Hierarchy" and the professional presentation of technical artifacts. ● Student: Curates their best CAD work and sketches into a "living document" that demonstrates growth in precision and mastery.

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Architectural Design 1 Unit 3

Course Name: Architectural Design 1 Unit 3 Title: Foundation and Floor System

Est. # of Days: 8-10

Unit Overview: A wall has to stand on something. In this unit, we dig into the systems beneath — how foundations and floor framing work together to carry the loads that walls and everything above them create. We trace how soil conditions, footing size, and material choices affect whether a structure holds or fails, and produce technical drawings that show we understand how these systems connect to what we built above.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● ARCH.03.01: Research and identify regulations and codes that are needed to establish a legal and safe design. ● ARCH.04.01: Explain various forces that bear on, and within, structures. ● ARCH.06.01: Identify, research, develop, and explain architectural and construction plans, drawings, diagrams, and specifications. ● ARCH.06.02: Draw and sketch by hand to communicate ideas effectively. ● ARCH.02.01: Identify how location, resources, and materials influence design. ● ARCH.02.02: Differentiate between human wants and needs. ● ARCH.07.02: Create effective working drawings and presentation drawings.

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

● A building's strength begins underground — every decision above grade depends on what was decided below it. ● A foundation doesn't just carry a building — it negotiates between the building's weight and the ground's ability to receive it. ● A structure is only as strong as its connections — where two systems meet is where failure most often begins. ● What's under a building matters as much as what's in it — soil type can determine whether a foundation holds or fails over time.

● What are the parts of a foundation and floor framing system, and how do they work together to carry a building's load? ● How do soil conditions, footing size, and material properties determine whether a foundation can do its job? ● Why do the connections between a floor frame and a foundation matter so much to the structure above? ● What is concrete actually made of, and how does each ingredient contribute to its strength?

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Architectural Design 1 Unit 3 ● Concrete looks like one material but behaves like a team — every ingredient has a job, and leaving one out changes everything. ● Spanning a distance is an engineering problem — the further you go without support, the more carefully every component must be chosen. ● What's invisible in a finished building — foundations, framing, connections — must be completely visible on paper before a shovel hits the ground.

● How do load requirements, span distances, and building codes shape the decisions a designer makes about floor framing? ● Why do we use section drawings to show systems that will be hidden once a building is complete?

Knowledge

Skills (Framed as Learning Targets)

● The specific parts of foundation and floor framing systems work together to safely support structural loads. ● The footing size, soil conditions, and material properties affect the load capacity of a foundation. ● There are common methods for attaching floor frames to foundations. These methods are important for structural integrity. ● The drainage characteristics of various soil types impact foundation performance. ● Key components of concrete—including cement, water, aggregates, and admixtures—each play a vital role in providing strength and durability to foundations. ● An understanding of how load requirements, span distances, and building codes influence the design of floor framing systems is crucial for the design and construction of a foundation and floor system. ● Proper interpretation of technical drawings, especially section views, is essential to identify components and understand the relationships between floor and foundation systems.

● I can identify and describe the parts of foundation and floor framing systems and explain how they work together to support loads safely. ● I can explain how footing size, soil conditions, and material properties affect the load capacity of a foundation. ● I can identify various common methods for attaching floor frames to foundations and explain why they are important for structural integrity. ● I can describe how the drainage characteristics of different soil types impact foundation performance. ● I can name the key components of concrete and explain how each contributes to the strength and durability of a foundation. ● I can explain how load requirements, span distances, and building codes influence the design of floor framing systems. ● I can accurately generate a section view, to identify components and understand relationships between floor and foundation systems.

Key Vocabulary: foundation, floor framing system, footing, bearing capacity, load capacity, soil conditions, attachment methods, drainage characteristics, concrete components, load

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Architectural Design 1 Unit 3 requirements, span distance, ledger board, sill plate STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Performance Assessment: Foundation & Floor Frame Section. Students will incorporate a design brief explaining the connection of materials and sizes chosen for this drawing to building code or industry standard. ● Technical Drawing Portfolio (Cumulative)

● Sketching/Drawing Exercises: Foundation Drawing ● Sketching/Drawing Exercises: Floor Drawing ● Quizzes as necessary.

STAGE 3: LEARNING PLAN First Topic: Foundations

Estimated # of Days: 7

Learning Targets: ● I can identify and describe the parts of foundation and floor framing systems and explain how they work together to support loads safely. ● I can explain how footing size, soil conditions, and material properties affect the load capacity of a foundation. ● I can describe how the drainage characteristics of different soil types impact foundation performance. ● I can name the key components of concrete and explain how each contributes to the strength and durability of a foundation.

Essential Questions: ● What are the parts of foundation and floor framing systems, and how do they work together to support loads safely? ● How do footing size, soil conditions, and material properties affect a foundation’s load capacity? ● In what ways do the drainage characteristics of different soil types impact foundation performance? ● What are the key components of concrete, and how does each contribute to the strength and durability of a foundation?

Learning Activities: ● Foundation & Floor Systems ○ Teacher: Presents a case-study gallery of various foundation types; models how different floor framing systems (I-joists vs. Dimensional Lumber) distribute loads. ○ Student: Evaluates structural drawings to determine which system best suits a specific site's load-bearing requirements. ● Soil and Concrete Mechanics & Footing Geometry ○ Teacher: Facilitates a "soil stress test" simulation; demonstrates how footing size must change based on soil psi and material density. ○ Student: Calculates required footing dimensions for a residential structure based on varying soil conditions and material properties. ● The Chemistry of Stability: Drainage & Concrete Performance

215

Architectural Design 1 Unit 3 ○ Teacher: Leads a "Forensic Failure" seminar on how poor drainage and improper concrete mixtures lead to structural collapse. ○ Student: Designs a comprehensive drainage and moisture-barrier plan to protect the "strength and durability" of a foundation system. ● Technical Drafting Lab: The Foundation Detail Sketch ○ Teacher: Coaches students on the specific symbols and line weights used to represent subsurface materials like gravel, concrete, and rebar. ○ Student: Generates a precision sketch of a foundation detail, ensuring all "unseen" components are accurately represented for a builder. ● Production Challenge: The Foundation-to-Floor Section Brief ○ Teacher: Acts as a Site Inspector; reviews student section drawings for code compliance and structural logic. ○ Student: Synthesizes their knowledge to draft a "Foundation & Floor Frame Section" that clearly communicates the transition from the ground to the living space. ● Professional Design Journal: The Structural Archive ○ Teacher: Provides feedback on the clarity and professional "readability" of the student's technical artifacts. ○ Student: Curates their foundation and framing drawings into their "living document" portfolio, documenting their mastery of residential substructures.

Second Topic: Floor Framing

Estimated # of Days: 3

Learning Targets: ● I can identify various common methods for attaching floor frames to foundations and explain why they are important for structural integrity. ● I can accurately generate a section view, to identify components and understand relationships between floor and foundation systems.

Essential Questions: ● What are the common methods for attaching floor frames to foundations, and why are they critical for structural integrity? ● How can section views be used to identify components and understand the relationships between floor framing and foundation systems?

Learning Activities: ● Technical Demonstration of Floor Framing Systems ○ Teacher: Models the assembly of joists, rim joists, and subflooring; demonstrates how to calculate spans and on-center spacing for structural integrity. ○ Student: Observes and critiques a framing assembly, identifying how load paths move from the floor down to the foundation. ● Precision Floor System Design ○ Teacher: Coaches students on the specific line weights and symbols used to distinguish between structural members and floor openings. ○ Student: Generates a high-precision floor framing plan, applying industry-standard conventions to communicate a clear "map" for a framing crew. ● The Foundation-to-Floor Technical Brief ○ Teacher: Acts as a Building Inspector; conducts a "Plan Review" where students must orally or through annotations justify their choice of fasteners and spacing.

216

Architectural Design 1 Unit 3 ○ Student: Synthesizes their knowledge to draft a "Foundation & Floor Frame Section" while providing a brief rationale for their specific construction decisions. ● The Architectural Design Archive ○ Teacher: Provides 1:1 feedback on the professional presentation of artifacts, focusing on the student’s ability to "tell the story" of their design growth. ○ Student: Curates their best work into a "living document" that demonstrates mastery of residential substructures and their readiness for advanced design tasks.

217

Architectural Design 1 Unit 4

Course Name: Architecture Design 1 Unit 4 Title: Roof Construction

Est. # of Days: 9

Unit Overview: We've built up from the ground. Now we close it off at the top. The roof is where a building meets the weather — and where structural thinking, climate performance, and design intent all have to work at once. In this unit, we work through pitch calculations, compare truss and rafter systems, and figure out how overhangs protect everything below. We make real design decisions and document them in scaled drawings that show a buildable, code-aware assembly from ridge to eave.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● ARCH.03.01: Research and identify regulations and codes that are needed to establish a legal and safe design ● ARCH.04.01: Explain various forces that bear on, and within, structures. ● ARCH.06.01: Identify, research, develop and explain architectural and construction plans, drawings, diagrams and specifications. ● ARCH.02.01: Identify how location, resources and materials influence design. ● ARCH.07.02: Create effective working drawings and presentation drawing. ● ARCH.04.03: Demonstrate an understanding of static and dynamic loads as they relate to a structure

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

● Roof form and structure translate architectural intent into safe, durable, and weather-resistant assemblies. ● A triangle is the only shape that can't be deformed by force — and that's why it holds up a roof. ● Roof pitch and geometry control water and snow shedding, influence wind behavior, and shape a building's thermal and aesthetic performance. ● The choice between truss and rafter systems balances speed, cost, flexibility, and usable attic volume — each system responds differently to span and load demands.

● How does triangulation in roof framing turn forces that could cause failure into forces a structure can handle? ● What factors — climate, span, budget, and use — should drive the choice between a truss and a rafter system? ● How does roof pitch affect the way a building sheds water and snow, handles wind, and looks from the outside? ● What should an overhang accomplish, and how do I determine the right size for a given situation? ● What must a roof plan and section drawing communicate so that someone else can build it safely and correctly?

218

Architectural Design 1 Unit 4 ● An overhang does three jobs at once — and getting its size wrong affects all three. ● In building, what cannot be communicated clearly cannot be built safely.

Knowledge ● Triangulation: how triangular bracing and truss layouts turn bending forces into axial forces to resist racking. ● Roof types and components: common roof systems (truss, rafter), rafters, ridge, hip, valley, fascia, soffit, cornice, eaves, sheathing, underlayment, vents. ● Roof pitch and geometry: how to express pitch as rise/run, convert pitch to angle, and use right‑triangle geometry to calculate rafter length. ● Truss vs. rafter tradeoffs: span limits, attic use, transport and site installation, labor/skill, cost, and construction schedule. ● Overhang functions: role of overhangs for rain protection, seasonal solar shading, and providing space for soffit vents for ventilation. ● Ventilation & insulation basics: importance of soffit‑to‑ridge airflow, required ventilation paths, and how insulation placement affects roof performance.

Key Vocabulary: roof form, pitch, slope, truss, rafter, ridge, ceiling joist, eave, overhang, soffit, fascia, gutter, ventilation (soffit-to-ridge), triangulation

Skills (Framed as Learning Targets) ● I can identify triangular bracing or truss layouts on a roof and explain how they convert bending into axial forces to prevent racking. ● I can name common roof systems and components (truss, rafter, ridge, hip, valley, fascia, soffit, cornice, eaves, sheathing, underlayment, vents) and describe each part’s function. ● I can calculate roof pitch from rise/run, convert pitch to an angle, and compute rafter length using right‑triangle geometry. ● I can compare truss and rafter systems for a project and justify a choice based on span, attic use, transport/installation, labor skill, schedule, and cost. ● I can size an overhang to provide rain protection, seasonal solar shading, and space for soffit vents to support soffit‑to‑ridge ventilation. ● I can explain how soffit‑to‑ridge ventilation and insulation placement work together to protect roof performance and prevent moisture problems.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Performance Assessment: Roof framing and cornice detail section drawing.

Students will incorporate a design brief to help explain and/or justify their choices for design components. ● Technical Drawing Portfolio (Cumulative) with necessary comments on connecting this drawing to building code or industry standard.

● Sketching/Drawing Exercises: Roof construction drawing. ● Verifying Roof Components & Assembly ○ Description: Students are given an unlabeled section drawing and must correctly identify and explain the function of each component as if they were conducting a code-compliance review.

219

Architectural Design 1 Unit 4 STAGE 3: LEARNING PLAN First Topic: Roof & Cornice Sections

Estimated # of Days: 9

Learning Targets: Essential Questions: ● I can apply triangulation by designing or ● How does triangulation in roof framing prevent bending and racking? identifying triangular bracing/truss layouts ● What roof pitch best suits a given climate, that convert bending into axial forces and and how do you calculate it? prevent racking in a roof assembly. ● Which factors determine whether to use ● I can select an appropriate roof pitch for a given climate (drainage, snow) and trusses or rafters for a project? ● How deep should an overhang be to balance calculate pitch from rise/run, convert pitch to angle, and compute rafter length using rain protection, seasonal shading, and right‑triangle geometry. ventilation needs? ● What must a roof plan/section show to ● I can evaluate truss vs. rafter systems for a communicate design intent, ensure project brief and justify my selection buildability, and meet code or engineered considering span, geometric complexity, requirements? attic use, schedule, labor skill, transport, and budget. ● I can size overhangs to provide rain protection, seasonal solar shading, and space for soffit vents to support effective soffit‑to‑ridge ventilation. ● I can produce a scaled roof plan/section that labels pitch, framing type, and spacing, overhang, ventilation, and insulation.

Learning Activities: ● Physics of Triangulation, Trusses, and Pitch ○ Teacher: Demonstrates how geometric triangulation creates rigid structures; models the relationship between roof pitch and structural load distribution. ○ Student: Analyzes truss configurations to identify how force is transferred from the ridge to the bearing walls, justifying pitch selection for specific architectural styles. ● Roof System Anatomy and Assembly ○ Teacher: Deconstructs a roof assembly to highlight critical components like rafters, purlins, and sheathing; demonstrates proper arrangement for structural integrity. ○ Student: Maps the "anatomy" of a residential roof system, identifying how each component contributes to the weatherproofing and stability of the entire building. ● Roof Plan Geometry ○ Teacher: Coaches students on the graphic conventions for representing pitch, overhangs, and roof intersections in two dimensions. ○ Student: Generates a precision schematic of a roof plan, ensuring that all slopes and structural intersections are clearly communicated through standard architectural symbols. ● The Roof & Cornice Section Brief ○ Teacher: Guides the CAD development of a detailed vertical section; emphasizes the importance of the cornice detail for ventilation and moisture control. ○ Student: Produces a high-precision CAD drawing of a roof and cornice section, detailing the "layers" of construction from the interior ceiling to the exterior shingles.

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Architectural Design 1 Unit 4 ● The Architectural Design Archive ○ Teacher: Reviews the final unit entries as a "Creative Director," focusing on the student's ability to synthesize roof systems with the previously designed wall and foundation sections. ○ Student: Curates their roof design artifacts into their "living document" portfolio, providing a written or verbal rationale for the structural decisions made during the unit.

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Architectural Design 1 Unit 5

Course Name: Architecture Design 1 Unit 5 Title: Intro to Floor Plan Design

Est. # of Days: 10-12

Unit Overview: We've studied a building piece by piece — who designs it, how its walls stand, what holds it up, what keeps the weather out. Now we step back and read the whole thing. A floor plan is a conversation between designer and builder, between space and the people who use it. In this unit, we read that conversation: interpreting symbols, measuring distances at scale, and analyzing how rooms connect and how people move through them. Then we make our own design decisions and sketch a plan that shows both what we know and how we think.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● ARCH.06.01: Identify, research, develop and explain architectural and construction plans, drawings, diagrams and specifications. ● ARCH.05.02: Produce preliminary designs, final sketches and presentation drawings. ● ARCH.05.03: Utilize commercial and residential suggestions and specifications to create functional floor plans. ● ARCH.06.02: Draw and sketch by hand to communicate ideas effectively. ● ARCH.02.02: Differentiate between human wants and needs. ● ARCH.07.01: Convey information using multi-dimensional drawings. ● ARCH.08.02: Select and organize appropriate examples that demonstrate knowledge, skills and experience.

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).)

Understandings

Essential Questions

● A floor plan is a shared language — its symbols only work because everyone agrees on what they mean. ● Scale isn't just a math technique — it's a promise that the drawing accurately represents reality. ● A floor plan doesn't just show where the walls are — it predicts how people will move, gather, and feel in a space. ● You can read a room's function in its plan before you ever step inside it — if you know what to look for.

● What do standard floor plan symbols represent, and how do they help a designer communicate with a builder? ● How does architectural scale work, and what does it mean to measure and convert a distance correctly? ● How do the size, shape, and arrangement of rooms reveal how a space is intended to be used? ● How does circulation — the way people move through a space — affect whether a layout actually works?

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Architectural Design 1 Unit 5 ● Understanding a space on paper requires imagining the human experience within it — plans are proposals, not just drawings. ● A good layout isn't accidental — it reflects deliberate decisions about privacy, light, circulation, and how people actually live.

● What decisions about privacy, light, and adjacency go into designing a floor plan that functions well for the people who will use it?

Knowledge

Skills (Framed as Learning Targets)

● Common plan symbols: walls, doors (swing/pocket/sliding), windows, stairs, fixtures (sinks, toilets, tubs, appliances), and built‑ins. ● Scale as a communication tool understanding why we draw at scale, not just how to do it ● Functional adjacency principles: public vs. private zones, wet‑service clustering; common circulation types (loop, through‑path, dead‑end). ● How room size, fixture placement, window/door locations, and adjacencies signal intended use. ● Required annotated‑plan items: room labels, key dimensions, building footprint, roof pitch, overhang, plus two brief design observations (daylight, privacy, ventilation). ● Know that codes, accessibility, and structural rules constrain layouts; always document assumptions and flag items requiring code or engineering review.

● I can identify common plan symbols (walls, doors — swing/pocket/sliding, windows, stairs, fixtures, appliances, built‑ins) and explain what each symbol means. ● I can read and use an architectural scale to determine sizes on a drawing. ● I can measure distances on a floor plan and convert them to real‑world dimensions accurately. ● I can recognize common circulation types (loop, through‑path, dead‑end) in a plan and describe how people move through a space. ● I can arrange rooms, fixtures, and circulation paths to create a functional layout that considers adjacency, privacy, and natural light.

Key Vocabulary: dimension, building footprint, room label, functional adjacency, public zone, private zone, circulation STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● The Residential Design Capstone: From Component to Composite: Performance Task: Acting as a Junior Architectural Designer, students synthesize foundations, wall framing, and roof assemblies, into a unified, scaled residential floor plan. Using professional symbols, students

Formative Assessment ● Sketching/Drawing Exercises: Floor Plan Design Planning Sketch ○ Developing the "first draft" of a floor plan to test circulation, zoning, and functional relationships before moving to technical drafting. ● Architectural Graphics & Symbolic Language Proficiency Check

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Architectural Design 1 Unit 5 communicate structural requirements and spatial layout to a prospective builder or client. ● Professional Technical Drawing Portfolio (Cumulative): A collection of semester work demonstrating mastery of architectural conventions and precision.

This "living document" showcases the student’s growth in translating complex design intent into technical reality.

○ Verifying the student's ability to accurately interpret and apply standardized industry symbols and nomenclature essential for clear construction communication.

STAGE 3: LEARNING PLAN First Topic: Floor Plan Symbols

Estimated # of Days: 4

Learning Targets: ● I can identify common plan symbols (walls, doors — swing/pocket/sliding, windows, stairs, fixtures, appliances, built‑ins) and explain what each symbol means. ● I can interpret room size, fixture placement, and window/door locations to infer a room’s intended use and likely traffic patterns.

Essential Questions: ● What does each common plan symbol (wall, door, window, stair, fixture, appliance, built‑in) show? ● How do room size and fixture placement reveal a room’s purpose? ● How do door and window locations affect likely traffic patterns?

Learning Activities: ● Lesson: Floor Plan Symbols ● Activity: Placement of Floor Plan symbols in Floor Plan Design Second Topic: Measuring a Floor Plan

Estimated # of Days: 7

Learning Targets: ● I can read and use an architectural scale to determine sizes on a drawing. ● I can measure distances on a floor plan and convert them to real‑world dimensions accurately.

Essential Questions: ● How does an architectural scale help us understand the real size of spaces shown on a drawing? ● What steps do I follow to measure a distance on a floor plan and convert it to its real‑world dimension?

Learning Activities: ● The Architect’s Scale ○ Teacher: Demonstrates the use of the architectural scale as a "translation tool" between paper concepts and real-world dimensions. ○ Student: Conducts a "Scale Audit," using the architect’s scale to verify that room dimensions and circulation paths meet standard residential living requirements. ● Applying Measurement to Floor Plan Design

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Architectural Design 1 Unit 5 ○ Teacher: Models how to document interior and exterior dimensions according to industrystandard "dimension strings" and hierarchy. ○ Student: Executes a precision measurement task, translating physical spatial requirements into an accurate, scaled floor plan where every inch is accounted for.

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Architectural Design 2 ARCHITECTURAL DESIGN 2 COURSE # WTN103

0.5 Credit (FVA, STEM)

PREREQUISITE: WTN102 ARCHITECTURE 1-CAD In this project-based course, you will transform client needs into functional home designs using professional CAD and BIM software. You will investigate the construction lifecycle—from permitting to final installation—while balancing aesthetics, sustainability, and building codes. By creating precise 2D plans and 3D models, you will master the "language of the industry" and develop a professional portfolio of design documentation that reflects industry-standard precision and constructability.

Students have the ability to earn credit through CT State College and Career Pathways (CCP) program.

226

Architectural Design 2 Architectural Design 2 Someone hands you a wish list — three bedrooms, a home office, space for a dog, a tight budget, and a lot that slopes toward the street. Your job is to turn that into a real house. In Architectural Design 2, we work the way professional architects do: reading sites, making decisions under real constraints, and producing drawings that make a building actually buildable. We use the same CAD software used in the industry to draft floor plans, foundation drawings, and site plans — and we leave with a professional portfolio that shows exactly what we can do.

Unit 1: Intro to Architectural Design Est # of Days: 5-7

Unit 2: Floor Planning Est # of Days: 24-26

Unit 3: Exterior Architectural Drawings Est # of Days: 16-18

Before a single line gets drawn, a designer has to understand more than what the client wants. What's the budget — really? What does the site allow? What does the code require?

Now that we understand how a project works from the ground up, we start designing. A client wants a kitchen that opens to the backyard, a primary bedroom away from street noise, and a guest room that doesn't feel like an afterthought. How do you make all of that work in the same footprint?

A complete floor plan is a major achievement — but it only tells half the story. A great interior design means nothing if the building can't go where you put it, or if the foundation fails because no one checked the soil.

In this unit, we build the foundation for everything that follows: how a house gets designed and built, what documents hold a project together, what inspections happen and why, and what it actually costs to own a home over time. Understanding these pieces upfront is what separates a designer who can dream from one who can deliver — and sets up every decision we make in the units ahead.

In this unit, we sketch layouts that actually function, then use CAD to refine and document our decisions. We apply the rules that govern real floor plans — clearances, egress, accessibility — and produce drawings and material schedules a builder could actually use. The result is a complete, dimensioned floor plan that balances what the client wants with what the code allows.

In this unit, we zoom out and document everything that connects the building to the ground and the site. We produce two of the most critical drawings in any permit set: a foundation plan showing how the building sits on and in the ground, and a site plan showing where it sits on the lot — accounting for property lines, setbacks, utilities, and drainage.

These are the drawings that bring the whole design together and get a project approved.

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Architectural Design 2 Unit 1 Course Name: Architectural Design 2 Unit 1 Title: Intro to House Design

Est. # of Days: 5-7

Unit Overview: Before a single line gets drawn, a designer has to understand more than what the client wants. What's the budget — really? What does the site allow? What does the code require? In this unit, we build the foundation for everything that follows: how a house gets designed and built, what documents hold a project together, what inspections happen and why, and what it actually costs to own a home over time. Understanding these pieces upfront is what separates a designer who can dream.

STAGE 1: DESIRED RESULTS Established Goals ● ● ● ● ● ●

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ARCH.02.01: Identify how location, resources and materials influence design.

ARCH.02.02: Differentiate between human wants and needs.

ARCH.03.01: Research and identify regulations and codes that are needed to establish a legal and safe design.

ARCH.05.02: Produce preliminary designs, final sketches and presentation drawings.

ARCH.05.03: Utilize commercial and residential suggestions and specifications to create functional floor plans.

ARCH.06.01: Identify, research, develop and explain architectural and construction plans, drawings, diagrams and specifications.

ARCH.06.02: Draw and sketch by hand to communicate ideas effectively.

Transfer Goals ●

●

●

Understandings ●

●

Budgeting constraints for home ownership require balancing upfront costs (purchase price, down payment, closing costs) with ongoing expenses (mortgage payments, taxes, insurance, maintenance, utilities) and future needs, so financial decisions must account for cash flow, risk, trade‑offs, and long‑term affordability.

Every house design begins with competing demands — client wishes, site realities, budget limits, and code requirements — and good design is what happens when all of them are resolved together.

Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Essential Questions ● ● ● ● ●

What does a client actually need — and how do you find out what they haven't told you?

How does the order of construction steps affect the quality, cost, and safety of the finished building?

What documents does a building project depend on, and what goes wrong when any one of them is missing or wrong?

Why do inspections happen when they do — and who are they really protecting?

What's the difference between what a home costs to buy and what it costs to own — and why does that distinction matter before you

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Architectural Design 2 Unit 1 ●

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Building a house follows a sequence where every step depends on the one before it — skip or rush a stage, and the problems compound forward.

The documents that hold a project together — drawings, permits, contracts, inspection records — are what make trust possible between people who never meet face to face.

Inspections don't slow a project down — they protect everyone in it, including the people who will eventually live there.

What a home costs to buy and what it costs to own are two very different numbers — and confusing them is one of the most common mistakes a first-time buyer makes.

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Knowledge ● ● ● ● ● ● ●

Design drivers: client needs, site, budget, codes, materials, sustainability.

Construction stages: design, permitting, site prep, foundation, framing, enclosure, systems, finishing, inspection.

Key documents: drawings, specs, permits, contracts, geotech, structural calcs, utility plans, inspection logs.

Inspections/testing: confirm code compliance, record approvals, protect stakeholders.

Permit types: building, electrical, plumbing, mechanical, grading, occupancy.

Site factors: topography, soil capacity, drainage, setbacks, access, orientation, utilities.

Homeownership costs: upfront (price, down payment, closing) vs ongoing (mortgage, taxes, insurance, maintenance, utilities).

Key Vocabulary: site, budget, planning, permitting, site preparation, foundation, framing, systems, finishing, inspection, contract, utility plan, mortgage

ever pick up a pencil?

When the budget, the site, and the client's wish list all conflict, how do you decide what gives?

Skills (Framed as Learning Targets) ● ●

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●

●

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I can analyze client needs, site, budget, codes, materials, and sustainability to inform design decisions.

I can sequence construction stages correctly: design → permitting → site prep → foundation → framing → enclosure → systems → finishing → inspection.

I can locate, read, and interpret key project documents: drawings, specifications, permits, contracts, geotech reports, structural calculations, utility plans, and inspection logs.

I can identify required permit types (building, electrical, plumbing, mechanical, grading, occupancy) and determine the appropriate timing for obtaining them.

I can assess site factors (topography, soil capacity, drainage, setbacks, access, orientation, utilities) and recommend suitable design or foundation responses.

I can prepare a basic homeownership budget covering upfront costs (purchase price, down payment, closing) and ongoing expenses (mortgage, taxes, insurance, maintenance, utilities).

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

229

Architectural Design 2 Unit 1 Summative Assessment ●

Formative Assessment

Real Estate Budget Simulation: Students act as Financial Consultants for a first-time homebuyer. They must synthesize costs that determine if a specific property is a viable long-term investment.

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Identifying Construction Documents: Students locate and interpret key data within a standard set of construction documents.

STAGE 3: LEARNING PLAN First Topic: House Construction Overview

Estimated # of Days: 5

Learning Targets: ● I can list the sequential steps in residential construction (planning, permitting, site prep, foundation, framing, enclosure, systems, finishes, inspection). ● I can identify and explain the purpose of essential construction documents (drawings, specifications, permits, contracts, soil/geotech reports, structural calculations, utility plans, inspection records). ● I can create a basic working budget for homeownership that compares upfront costs (purchase, down payment, closing) and ongoing expenses (mortgage, taxes, insurance, maintenance, utilities).

Essential Questions: ● What are the main steps in building a house, from planning to final inspection? ● What documents are required to build a residential home, and what is each one used for? ● How do upfront costs and ongoing expenses combine to form a workable budget for homeownership?

Learning Activities: ● The Build Sequence Seminar: An interactive walkthrough of the residential construction lifecycle, from raw land to final occupancy. ○ Teacher: Models the critical path of construction, highlights how a failure in one stage (like permitting) halts the entire project. ○ Student: Creates a visual "Construction Timeline" that identifies where specific documents (contracts, geotech reports) and inspections must occur. ● Construction Documents: Students compile real construction documents to understand their legal and technical purpose. ○ Teacher: Provides a professional "Project Folder" (drawings, permits, contracts). ○ Student: Locates and interprets specific data points (setbacks, structural calculations) required to move a project forward. ● The Homeownership Budget Lab: A financial simulation comparing the "Price Tag" vs. the "Cost of Ownership". ○ Teacher: Demonstrates the impact of interest rates, taxes, and maintenance on long-term cash flow. ○ Student: Uses the Real Estate Budget Simulator to determine if a mock property is a viable investment for a specific client profile.

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Architectural Design 2 Unit 2

Course Name: Architectural Design 2 Unit 2 Title: Floor Planning and Room Design

Est. # of Days: 24-26

Unit Overview: Now that we understand how a project works from the ground up, we start designing. A client wants a kitchen that opens to the backyard, a primary bedroom away from street noise, and a guest room that doesn't feel like an afterthought. How do you make all of that work in the same footprint? In this unit, we sketch layouts that actually function, then use CAD to refine and document our decisions.

We apply the rules that govern real floor plans — clearances, egress, accessibility — and produce drawings and material schedules a builder could actually use. The result is a complete, dimensioned floor plan that balances what the client wants with what the code allows.

STAGE 1: DESIRED RESULTS Established Goals ● ● ● ●

● ●

ARCH.05.01: Apply prior knowledge to discuss daily needs and influences identified in their environment.

ARCH.05.02: Produce preliminary designs, final sketches and presentation drawings.

ARCH.05.03: Utilize commercial and residential suggestions and specifications to create functional floor plans.

ARCH.06.01: Identify, research, develop and explain architectural and construction plans, drawings, diagrams and specifications.

ARCH.06.03: Utilize CADD software to produce technical drawings and architectural proposals.

ARCH.07.01: Employ appropriate media to communicate concepts and design.

Transfer Goals ●

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Understandings ● ● ●

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A floor plan that works on paper starts with understanding how people actually live — not just how many rooms they need.

Every room has a job to do, and its size, shape, and position in the plan should reflect that job.

Where a room sits in a house — its orientation, its neighbors, its distance from service areas — shapes how comfortable, efficient, and livable it will be.

Dimensions aren't just measurements —

Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Essential Questions ● ● ● ●

How do you design for the way people actually live, not just the rooms they say they want?

What makes a room feel right — and how do you translate that into decisions about size, shape, and placement?

How does where a room sits in a plan affect how it feels to be in it?

What dimensioning rules must a floor plan follow so a builder can construct it without guessing?

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Architectural Design 2 Unit 2

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they're promises to the builder that the design can actually be constructed as drawn.

Codes and clearance rules aren't obstacles to good design — they're the minimum standard that protects the people who will use the space.

A design isn't finished when it looks right — it's finished when someone else could build it from the drawings without asking a single question.

The value of a professional drawing tool isn't just precision — it's the ability to change one decision and have the whole design respond.

The gap between a design decision and a built result is filled with specifications — without them, every trade on a job site is making assumptions.

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Knowledge ●

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Floor-planning principles and room location: arrange circulation, adjacencies, and zoning to optimize space and daylight while siting rooms for orientation, solar gain, views, privacy, noise control, and proximity to services.

Room design elements: function, scale, ergonomics, furniture layouts, and aesthetic considerations.

Key codes and planning rules: clearances, egress requirements, accessibility standards (e.g., ramps, door widths), and service zone minimums.

CAD capabilities: layered drawing, automated dimensioning, object libraries, clash detection, revision history, and coordination workflows.

Material schedule components: finish types, fixture models, quantities, specifications, and procurement notes.

How do code requirements shape a layout — and when do they force you to rethink a design decision?

How do you know when a floor plan is finished — and what does it need to show before it leaves your hands?

Skills (Framed as Learning Targets) ● ● ● ● ● ● ●

I can arrange circulation, adjacencies, and zoning to optimize space, daylight, privacy, noise control, and service proximity.

I can site rooms for optimal orientation, solar gain, views, and access to utilities.

I can design a room that meets functional needs, correct scale, ergonomic clearances, and furniture layouts.

I can apply dimensioning conventions (overall, running, chain), scales, and tolerances to produce accurate drawings.

I can identify and apply planning codes: clearances, egress, accessibility, and service‑zone requirements.

I can produce layered CAD drawings using object libraries, automated dimensions, clash detection, and revision control.

I can create a material schedule listing finishes, fixtures, quantities, specifications, and procurement notes.

Key Vocabulary: floor plan, circulation, scale, furniture layout, clearance, egress, scaled sketch, material schedule, fixture STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

232

Architectural Design 2 Unit 2 Summative Assessment ● ●

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Formative Assessment

Design Challenge: Floor plan sketch using ¼”=1’0” scale in order to experiment with the use of space and room location.

CAD-generated Drawings: demonstrate proper floor planning and room planning techniques. Interior design will be assessed by appropriate furniture placement.

Window and Door Schedules: A coordinated technical table crossreferencing all openings in the floor plan with specific manufacturing data, including dimensions, materials, and operation types, to ensure precise procurement and installation.

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Floor Plan Audit: Students review their peer's preliminary sketches specifically for code compliance (egress, accessibility) and "spatial logic"—identifying bottlenecks or privacy issues before moving to CAD.

STAGE 3: LEARNING PLAN First Topic: Floor Planning Sketch ¼”=1’-0”

Estimated # of Days: 14-15

Learning Targets: ● I can arrange rooms, circulation, and zones to meet client needs while optimizing space, daylight, privacy, and accessibility. ● I can design room layouts that address function, scale, ergonomics, furniture planning, and aesthetic goals. ● I can identify and apply planning codes and rules for clearances, egress, accessibility, and service zones. ● I can produce sketches to test and resolve layout conflicts.

Essential Questions: ● How should rooms, circulation, and zones be arranged to meet client needs while maximizing space, daylight, privacy, and accessibility? ● How do function, scale, ergonomics, furniture, and aesthetics shape an effective room layout? ● Which planning codes and rules must a layout satisfy for clearances, egress, accessibility, and service zones? ● How can sketches be used to test, compare, and resolve layout conflicts?

Learning Activities: ● Spatial Logic Design: Developing functional layouts based on human ergonomics and circulation flow. ○ Teacher: Models "Zoning" (Private vs. Public spaces) and how to design for the "way people actually live". ○ Student: Produces revised sketches that resolve conflicts between client wish lists and code-required clearances. ● Peer-Review: A collaborative critique of preliminary floor plans. ○ Teacher: Facilitates a "Design Review" focusing on egress, daylighting, and accessibility. ○ Student: Conducts a Floor Plan Audit on a peer’s sketch, identifying potential "spatial

233

Architectural Design 2 Unit 2 bottlenecks" before moving to CAD. Second Topic: CAD Floor Plan Generation

Estimated # of Days: 10-11

Learning Targets: Essential Questions: ● I can explain what CAD is and how it helps ● What is CAD, and how does it improve me draw accurate 2D and 3D designs. precision, visualization, and modification of ● I can use basic CAD tools and commands 2D and 3D designs? to make 2D sketches from orthographic ● How do basic CAD tools and commands help and isometric views. me convert orthographic and isometric views ● I can apply standard rules for dimensions, into 2D sketches? scales, and tolerances so drawings are clear ● What dimensioning conventions, scales, and and buildable. tolerances are required to create buildable ● I can organize drawings with layers, use drawings? object libraries, add automated dimensions, ● How do layers, object libraries, automated and track revisions. dimensions, and revision control make CAD ● I can create a simple material schedule that drawings easier to manage and more reliable? lists finishes, fixtures, quantities, and ● What information does a material schedule important notes for ordering. need to ensure builders order the right ● I can save, open, and export CAD files in finishes, fixtures, and quantities? common formats and keep my files ● Which file formats and organization methods organized for presentations or fabrication. ensure my CAD work is ready for presentation or fabrication?

Learning Activities: ● The CAD Interface: Transitioning hand sketches into a precise digital environment. ○ Teacher: Demonstrates professional workflows in Building Information Modeling (BIM) software, focusing on wall types, layers, and object libraries. ○ Student: Constructs a high-precision digital floor plan where every dimension is guidance for the builder. ● The Coordinated Material Challenge: Bridging the gap between a drawing and a physical building. ○ Teacher: Explains how Schedules (Window/Door/Finish) prevent procurement errors on the job site. ○ Student: Generates a Digital Finish Schedule linked to their CAD model, ensuring all specifications match the design intent.

234

Architectural Design 2 Unit 3

Course Name: Architectural Design 2 Unit 3 Title: Exterior Architectural Drawings

Est. # of Days: 16-18

Unit Overview: A complete floor plan is a major achievement — but it only tells half the story. A great interior design means nothing if the building can't go where you put it, or if the foundation fails because no one checked the soil. In this unit, we zoom out and document everything that connects the building to the ground and the site. We produce two of the most critical drawings in any permit set: a foundation plan showing how the building sits on and in the ground, and a site plan showing where it sits on the lot — accounting for property lines, setbacks, utilities, and drainage. These are the drawings that bring the whole design together and get a project approved.

STAGE 1: DESIRED RESULTS Established Goals ● ● ●

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● ●

ARCH.03.01: Research and identify regulations and codes that are needed to establish a legal and safe design.

ARCH.03.02: Evaluate a site that takes into consideration local, state and national restrictions, zoning and codes.

ARCH.04.02: Analyze architectural physics of soil mechanics, foundation design, and engineering material as they relate to structural design.

ARCH.05.02: Produce preliminary designs, final sketches and presentation drawings.

ARCH.06.01: Identify, research, develop and explain architectural and construction plans, drawings, diagrams and specifications.

ARCH.06.03: Utilize CADD software to produce technical drawings and architectural proposals.

ARCH.07.02: Convey information using multi-dimensional drawings. Create effective working drawings, and presentation drawing.

Transfer Goals ●

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Understandings ●

Exterior drawings show the site layout, building footprint, elevations, and any permit limits.

Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Essential Questions ●

What must exterior drawings show to communicate a site and building clearly to contractors and permitting agencies?

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Architectural Design 2 Unit 3 ● ●

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Site, floor, structural, and MEP drawings must match so the building can be built without clashes.

A building doesn't begin at the first floor — it begins underground, where foundation decisions determine whether everything above it holds.

The site isn't just a backdrop for the building — it's a set of constraints that determine where the building can go, how it must be oriented, and how water must be managed around it.

A foundation plan and a site plan have to tell the same story — when they conflict, nothing gets built until someone resolves the contradiction.

What's hidden once construction is complete — footings, reinforcement, drainage systems, utility connections — must be completely visible on paper before a shovel hits the ground.

Setbacks, easements, and rights-of-way aren't bureaucratic details — they're the legal boundaries that determine what's buildable on any given lot.

Drawings don't just describe a design — they authorize it. A permit set has to be complete, coordinated, and correct before any work can legally begin.

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Exterior drawing purpose: show site layout, footprint, elevations, foundation details, and site constraints for construction and permits.

Coordination: align plans with floor plans, elevations, structural and MEP drawings, and utilities to prevent clashes and ensure buildability.

Foundation plan key items: footing and wall locations/sizes, slab thickness, reinforcement schedules, anchor bolts, bearing notes, elevation callouts, and control/expansion joints.

Drainage & waterproofing: perimeter drains, sump pits, foundation drains,

How does coordinating site, floor, structural, and MEP drawings prevent construction problems?

Why are inspections at footing, form/steel, slab, waterproofing, and final stages important for project quality and compliance?

What does the ground have to say about how — and whether — a building can be built where the designer wants to put it?

How do a foundation plan and a site plan work together, and what happens when they don't agree?

What information has to be on a foundation plan before a contractor can safely break ground?

How do drainage and waterproofing decisions made on paper protect a building for decades after construction is complete?

What constraints does a site impose on a designer — and how do setbacks, easements, and utilities shape where a building can actually go?

What does it mean for a drawing set to be ready for permitting — and what's at stake if it isn't?

Skills (Framed as Learning Targets) ● ●

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I can produce exterior drawings that show site layout, building footprint, elevations, foundation details, and permit constraints.

I can create foundation plans specifying footings, foundation walls, slab thickness, reinforcement, anchor bolts, elevation callouts, and control/expansion joints.

I can specify drainage and waterproofing systems (perimeter drains, sump pits, membranes, and backfill/compaction) to protect foundations.

I can draw and annotate details and sections for footings, slabs, walls, waterproofing, drain tile, and foundation insulation.

I can prepare plot/site plans showing

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membranes/coatings, and backfill/compaction specs.

Details & sections: typical footing/slab/wall details, waterproofing, drain tile, and foundation insulation.

Plot/ site plan elements: property lines, dimensions, lot area, setbacks, easements, footprint, driveways/walkways, retaining walls, trees, contours, spot elevations, north arrow, scale, and legend.

Site utilities: water, sewer, storm drainage, gas, electric, telecom, and septic connection points.

Setbacks/easements/ROW: regulated distances and restricted zones governing placement and access.

Site grading & drainage: existing/proposed contours, flow arrows, swales, retention/detention, and stormwater notes affecting foundation design.

Inspection milestones: footing/soil, foundation form/steel, slab/under‑slab, waterproofing/drainage, and final foundation inspections.

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property lines, dimensions, setbacks, easements, footprint, driveways, retaining walls, trees, contours, spot elevations, north arrow, scale, and legend.

I can locate and document site utility connections for water, sewer, storm drainage, gas, electric, telecom, and septic.

I can apply setback, easement, and right-ofway constraints to inform building placement and access.

I can identify and schedule inspection milestones (footing/soil, form/steel, slab/under-slab, waterproofing/drainage, final) tied to the foundation drawings.

Key Vocabulary: exterior drawing, foundation plan, footing, foundation wall, reinforcement, frost line, drainage, detail/section, plot (site) plan, property line, setback, inspection milestone STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Formative Assessment

The Permit-Ready Site & Foundation Plan: Students produce: a Foundation Plan and a Plot Plan. The final set must prove that the building fits legally within property setbacks and easements while managing site-specific drainage and utility connections.

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The Site Constraint Analysis: Students are given a "challenging lot" (sloped, tight setbacks) and must propose a building footprint that satisfies both the client’s needs and the site’s legal limitations.

STAGE 3: LEARNING PLAN First Topic: Foundation Section Drawing

Estimated # of Days: 10

Learning Targets:

Essential Questions:

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Architectural Design 2 Unit 3 ● ●

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I can produce exterior drawings that show site layout, building footprint, elevations, foundation details, and permit constraints.

I can create foundation plans specifying footings, foundation walls, slab thickness, reinforcement, anchor bolts, elevation callouts, and control/expansion joints.

I can specify drainage and waterproofing systems (perimeter drains, sump pits, membranes, and backfill/compaction) to protect foundations.

I can draw and annotate details and sections for footings, slabs, walls, waterproofing, drain tile, and foundation insulation.

I can prepare plot/site plans showing property lines, dimensions, setbacks, easements, footprint, driveways, retaining walls, trees, contours, spot elevations, north arrow, scale, and legend.

I can locate and document site utility connections for water, sewer, storm drainage, gas, electric, telecom, and septic.

I can apply setback, easement, and rightof-way constraints to inform building placement and access.

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What must exterior drawings show to guide siting, foundations, elevations, and permitting?

What information is required on a foundation plan to ensure safe, load‑bearing construction?

How do drainage and waterproofing systems protect a foundation from water and settlement?

What details and sections need to be communicated for buildable footings, slabs, and walls?

Learning Activities: ● Foundation & Floor Systems: Exploring the "unseen" structure. ○ Teacher: Models the transition from ground to floor; demonstrates how soil capacity dictates footing size. ○ Student: Drafts a Foundation Plan using CAD, detailing footings, reinforcement, and moisture-barrier systems. ● The "Waterproofing" Lab: Analyzing how drainage decisions protect a building's longevity. ○ Teacher: Leads a seminar on foundation failure; demonstrates perimeter drain and sump pit placement. ○ Student: Annotates technical sections with specific waterproofing and backfill requirements to meet industry standards.

Second Topic: Site Plan

Estimated # of Days: 6

Learning Targets: ● I can make a site plan that shows property lines, dimensions, setbacks, easements, building footprint, driveways, retaining walls, trees, contours, spot elevations, north arrow, scale, and a legend.

Essential Questions: ● What elements belong on a plot/site plan, and how do they govern building placement? ● Where do site utilities connect, and how should those connections be documented? ● How do setbacks, easements, and

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Architectural Design 2 Unit 3 ● ●

I can find and mark where utilities (water, sewer, storm, gas, electric, telecom, septic) connect to the site.

I can list the inspection checkpoints (footing/soil, form/steel, under‑slab, waterproofing/drainage, final) and match them to the foundation drawings.

right‑of‑way constraints affect where and how a building can be placed?

Learning Activities: ● Analysing Site Constraints: Navigating the legal and physical boundaries of a lot. ○ Teacher: Explains how setbacks, easements, and rights-of-way create the buildable site. ○ Student: Produces a comprehensive plot plan using CAD, documenting utility connections and ensuring the building footprint is legally sited. ● The Permit-Ready Review: Preparing a coordinated set for municipal approval. ○ Teacher: Acts as a "Building Official," reviewing the site and foundation plans for contradictions. ○ Student: Conducts a final audit of their drawing set, ensuring the foundation and site plans "tell the same story" before submission.

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Architectural Design 3 ARCHITECTURAL DESIGN 3 COURSE # WTN104

0.5 Credit (FVA, STEM)

PREREQUISITE: WTN103 ARCHITECTURE 2D- Design This course guides architecture students through the full residential design and documentation process — from advanced floor-plan design and CAD drafting to professional presentation drawings, scale modeling, and green home design. Students will use architectural design software to create floor plans and presentation drawings (sections, elevations or perspectives, and plot plans). For their final presentation, students will build a detailed 1/4" = 1'-0" scale model with a scaled landscape site. They will also research and apply practical sustainable technologies and retrofit solutions to an advanced house design. Emphasis is on iterative design, clear client-focused communication, material and tool safety, and justifying choices that balance client needs, durability, and environmental performance.

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Architectural Design 3

Architectural Design 3 You've learned how buildings work and how to document them. Now you design one — start to finish. In Architectural Design 3, we take a client from wish list to finished model. We develop an advanced floor plan that responds to real site conditions and client needs, produce a full set of professional presentation drawings, and then build a detailed 1/4" = 1'-0" scale model complete with a landscaped site. By the end of the course, we have something we can put in front of a client, a reviewer, or a portfolio — and defend every decision in it.

Unit 1: Advanced Floor Plan Design Est # of Days: 16-18

Unit 2: Presentation Drawing Est # of Days: 6-8

Unit 3: Architecture Modeling Est # of Days: 18-22

Everything we've learned about walls, foundations, roofs, and floor plans comes together here. A client has a site, a budget, and a wish list — and our job is to turn all three into a design that actually works.

A design that lives only in your head — or even only in a CAD file — isn't finished. In this unit, we translate our floor plan into a complete set of presentation drawings that a client, a reviewer, or a builder can actually read and use.

In this unit, we develop a full residential proposal: interviewing the client, sketching and testing layouts, applying the codes that govern real floor plans, and refining everything in CAD until we have a complete, buildable plan. That plan becomes the foundation for everything in Units 2 and 3 — so the decisions we make here carry through to the final model.

We produce dimensioned plans, wall and roof sections, elevations, and a plot plan — all coordinated, annotated, and assembled into a professional drawing set. These drawings don't just show what the design looks like. They show how it's built, what it's made of, and how it performs. And they set up everything we need to build the model in Unit 3.

In this unit, we translate every line of our presentation drawings into a physical 1/4" = 1'0" scale model — walls, roof, windows, doors, and a fully landscaped site base. We learn to convert dimensions accurately, choose the right materials and tools, fabricate clean subassemblies, and finish the model so it communicates our design decisions clearly to anyone who picks it up. The final model, mounted and presented, is the capstone of everything we've designed and documented across the course.

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Architectural Design 3 Unit 1

Course Name: Architectural Design 3 Unit 1 Title: Advanced Floor Plan Design

Est. # of Days: 16-18

Unit Overview: Everything we've learned about walls, foundations, roofs, and floor plans comes together here. A client has a site, a budget, and a wish list — and our job is to turn all three into a design that actually works. In this unit, we develop a full residential proposal: interviewing the client, sketching and testing layouts, applying the codes that govern real floor plans, and refining everything in CAD until we have a complete, buildable plan. That plan becomes the foundation for everything in Units 2 and 3 — so the decisions we make here carry through to the final model.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● ARCH.03.01: Research and identify regulations and codes that are needed to establish a legal and safe design. ● ARCH.03.02: Evaluate a site that takes into consideration local, state and national restrictions, zoning and codes. ● ARCH.04.02: Analyze architectural physics of soil mechanics, foundation design, and engineering material as they relate to structural design. ● ARCH.05.02: Produce preliminary designs, final sketches and presentation drawings. ● ARCH.06.01: Identify, research, develop and explain architectural and construction plans, drawings, diagrams and specifications. ● ARCH.06.03: Utilize CADD software to produce technical drawings and architectural proposals. ● ARCH.07.02: Convey information using multi-dimensional drawings. Create effective working drawings, and presentation drawing.

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

● A successful house proposal doesn't begin with a floor plan — it begins with understanding what the client actually needs, what the site actually allows, and what the code actually requires.

● What does a client actually need — and how do you find out what they haven't told you? ● How do you design for the way people actually live, not just the rooms they say they want?

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Architectural Design 3 Unit 1 ● A floor plan that works on paper starts with understanding how people actually live — not just how many rooms they need. ● Every room has a job to do, and its size, shape, and position in the plan should reflect that job. ● Where a room sits in a house — its orientation, its neighbors, its distance from service areas — shapes how comfortable, efficient, and livable it will be. ● Codes and clearance rules aren't obstacles to good design — they're the minimum standard that protects the people who will use the space. ● The value of a professional drawing tool isn't just precision — it's the ability to change one decision and have the whole design respond.

Knowledge ● Client needs analysis: how to gather, prioritize, and translate client goals, lifestyle needs, and budget constraints into design decisions. ● Floor planning principles: circulation, adjacencies, zoning, daylighting, and space optimization applied to a complete residential design. ● Room design elements: function, scale, ergonomics, furniture layouts, and aesthetic choices that support intended use and comfort. ● Site response: how topography, orientation, setbacks, views, and access inform room placement and building footprint decisions. ● Code and planning constraints: minimum clearances, egress, accessibility standards, and service zone requirements that govern layouts. ● CAD documentation: layered drawing organization, object libraries, automated dimensioning, revision control, and coordination workflows. ● How to conduct a professional client interview to extract lifestyle requirements, develop a formal Design Proposal, and

● What makes a room feel right — and how do you translate that into decisions about size, shape, and placement? ● How does where a room sits in a plan affect how it feels to be in it? ● How do code requirements shape a layout — and when do they force you to rethink a design decision? ● How do you know when a floor plan is finished — and what does it need to show before it leaves your hands?

Skills (Framed as Learning Targets) ● I can produce a residential design proposal that establishes client needs, site constraints, budget parameters, and design intent. ● I can apply floor-planning principles — circulation, adjacencies, zoning, daylighting — to a complete residential design that responds to a specific client and site. ● I can design room layouts that address function, scale, ergonomics, furniture placement, and aesthetics for each space in the plan. ● I can evaluate room siting for daylight, views, noise control, privacy, and energy performance and justify my placement decisions. ● I can identify and apply code and planning constraints — clearances, egress, accessibility, service zones — to a complete residential layout. ● I can produce a layered CAD floor plan using object libraries, automated dimensions, and revision control that is ready for presentation drawing in Unit 2. ●

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Architectural Design 3 Unit 1 establish a project scope that aligns budget with design intent. ● How to evaluate a site’s "physical DNA"— including topography, solar orientation, legal setbacks, and existing utilities—to justify a building’s footprint and orientation. ● Key Vocabulary: residential proposal, client needs, floor plan, zoning, adjacency, egress, service zone, site response, furniture layout STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● The Schematic Design: A hand-sketched floor plan (1/4”=1’-0”) demonstrating spatial logic, zoning, and circulation based on the initial client interview. ● The Technical Set: A high-precision CAD floor plan with integrated furniture layouts, architectural symbols, and professional dimensioning. ● The Design Rationale Brief: A one-page annotated document (or short oral presentation) where the student justifies their design decisions. This brief must explain how the final plan specifically responds to the Client Brief, the Site Analysis, and at least two specific Building Code requirements. ● Architectural Career Portfolio (Cumulative) A professional "living document" that archives the project lifecycle. It chronicles the student's growth from the initial client interview and site analysis to the final permit-ready drawings and rationale.

● The Client Discovery & Needs Audit: Students engage in a simulated client interview, practicing the extraction and prioritization of design requirements from a complex brief. They must produce a "Prioritized Design List" that distinguishes between client "wants" and "needs." ● The "Redline" Sketch Review: A 1:1 conference where the teacher (acting as Senior Architect) and student review the initial hand-sketched layout against the client brief and site constraints. This "gatekeeper" check must be passed before the student is authorized to move into CAD. ● The Peer Layout Critique (Quality Control): Using a shared professional checklist, students evaluate a peer’s sketch for circulation flow, room adjacencies, code compliance, and site response. This ensures the design is structurally and legally sound before finalized.

STAGE 3: LEARNING PLAN First Topic: Custom Floor Plan for Home Design

Estimated # of Days: 17

Learning Targets: ● I can propose a design that can meet a client's needs.

Essential Questions: ● How can I design a house that fully meets the client’s prioritized needs while remaining

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Architectural Design 3 Unit 1 ● I can arrange rooms, circulation, and zones to meet client needs while optimizing space, daylight, privacy, and accessibility. ● I can design room layouts that address function, scale, ergonomics, furniture planning, and aesthetic goals. ● I can identify and apply planning codes and rules for clearances, egress, accessibility, and service zones.

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functional, accessible, code‑compliant, and buildable within budget and site constraints?

How should rooms, circulation, and zones be arranged to meet client needs while maximizing space, daylight, privacy, and accessibility?

How do function, scale, ergonomics, furniture, and aesthetics shape an effective room layout?

Which codes and planning rules (clearances, egress, accessibility, service zones) must layouts satisfy for safety and usability?

Learning Activities: ● Advanced Residential Spatial Logic ○ Teacher: Models complex spatial zoning and contemporary room configurations (e.g., flex spaces, aging-in-place design). ○ Student: Audits existing floor plans to identify how room sizes and functions must evolve to meet specific client lifestyle needs. ● Design Proposal & Site Analysis ○ Teacher: Demonstrates how to synthesize client interview data and site constraints into a formal project scope. ○ Student: Produces a Formal Design Proposal that outlines project goals, site responses (topography/orientation), and budget boundaries. ● Manual Floor Plan Generation ○ Teacher: Coaches students on rapid prototyping through hand-sketching (1/4”=1’-0”), focusing on flow and "big picture" adjacencies. ○ Student: Generates a series of iterative floor plan sketches that solve the spatial puzzles identified in the client proposal. ● Sketch Review & Feasibility Audit ○ Teacher: Facilitates a "Redline Session" where sketches are critiqued for code compliance and structural common sense. ○ Student: Defends their design decisions in a peer-review environment, refining the sketch based on feedback before moving to technical drafting. ● CAD Development of the Custom Residential Set ○ Teacher: Guides advanced CAD workflows, including layering standards, automated dimensioning, and integrated furniture systems. ○ Student: Translates the approved schematic into a high-precision digital floor plan that serves as a buildable "Contract Document." ● Final Revision Meeting ○ Teacher: Acts as a Senior Principal; reviews the CAD set for technical errors, consistency, and alignment with the original client brief. ○ Student: Executes final revisions to the CAD model, producing a "Submission-Ready" set that includes the required Design Rationale Brief.

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Architectural Design 3 Unit 2

Course Name: Architectural Design 3 Unit 2 Title: Presentation Drawing

Est. # of Days: 6-8

Unit Overview: A design that lives only in your head — or even only in a CAD file — isn't finished. In this unit, we translate our floor plan into a complete set of presentation drawings that a client, a reviewer, or a builder can actually read and use. We produce dimensioned plans, wall and roof sections, elevations, and a plot plan — all coordinated, annotated, and assembled into a professional drawing set. These drawings don't just show what the design looks like. They show how it's built, what it's made of, and how it performs. And they set up everything we need to build the model in Unit 3.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● ARCH.04.04: Develop and communicate an assigned building design. ● ARCH.05.02: Produce preliminary designs, final sketches and presentation drawings. ● ARCH.06.01: Identify, research, develop and explain architectural and construction plans, drawings, diagrams and specifications. ● ARCH.07.01: Employ appropriate media to communicate concepts and design. ● ARCH.07.02: Convey information using multi-dimensional drawings. Create effective working drawings, and presentation drawing. ● ARCH.07.03: Employ basic model building techniques. ● ARCH.08.04: Prepare and conduct effective oral presentation.

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Understandings

Essential Questions

● Dimensions aren't just measurements — they're promises to the builder that the design can actually be constructed as drawn. ● A presentation drawing set isn't just a record of design decisions — it's the document that gives other people permission to build, review, and evaluate the work. ● A wall section does what a floor plan cannot — it shows how a building is

● What does a presentation drawing need to show that a sketch or a CAD file doesn't? ● How do dimensioning conventions turn a design into something a builder can construct without asking questions? ● What does a wall section communicate about a building that no other drawing type can? ● How does the plot plan connect the design to the real conditions of the site? ● What must elevations show to prove that the exterior of the building matches the decisions

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Architectural Design 3 Unit 2 actually assembled, layer by layer, from structure to finish. ● A plot plan isn't a formality — it's where the design meets the real world, and where orientation, access, setbacks, and drainage get resolved. ● Elevations and perspectives translate a plan into the experience of the building — they show what the design looks like to the people who will actually live next to it or walk up to it. ● A design isn't fully communicated until every finish, fixture, and material is specified — a beautiful plan is incomplete if the people building it have to guess what goes in it.

Knowledge ● Dimensioning types and conventions (overall, running, chain), area annotation, and tolerances. ● Components of a presentation drawing set: dimensioned plan, elevations, wall/roof sections, plot plan, title block, north arrow, scales, and material schedules. ● Typical wall and roof assembly components and how to annotate R‑values and material layers (e.g., stone veneer, wood shingle siding). ● Site considerations shown on a plot plan: orientation, setbacks, service access, noise sources, and basic site notes. ● How elevations and perspective views relate to plan geometry, openings, and material callouts. ● The role of presentation drawings versus construction documents; appropriate disclaimers (e.g., “Academic Version — Not for Construction”). ● Coordination between drawing types — how plans, sections, elevations, and plot plans must align so that no single drawing contradicts another.

made on the floor plan? ● How do you know when a drawing set is complete enough to hand to someone else?

Skills (Framed as Learning Targets) ● I can apply dimensions correctly in CAD to produce accurate floor plans with room areas. ● I can apply a wall/roof section that details material layers, assemblies, and R‑values, and annotate those elements clearly for a reviewer. ● I can create a plot plan that places and orients the building footprint relative to site context, shows primary service access, and includes essential site notes. ● I can produce elevations/perspective drawings that reflect plan dimensions and indicate exterior materials and fenestration consistent with the exemplar. ● I can arrange a presentation drawing assembly: a dimensioned plan, elevation(s), section, plot plan, and a material/fixture schedule, all labeled appropriately. ● I can present my drawing set to a client or reviewer, explaining how each drawing communicates a specific aspect of the design and how the drawings work together as a coordinated set.

Key Vocabulary: scale, presentation drawing, wall section, roof section, R-Value, plot plan, north arrow, elevation view, perspective view

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Architectural Design 3 Unit 2 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Part 1: The Technical Drawing Set Students will arrange a coordinated set of construction documents on a professionally titled and scaled sheet, including a North arrow and appropriate legal disclaimers. The set must include: ● Dimensioned Floor Plan: Complete with room labels, calculated square footages, and integrated fixture/furniture layouts. ● Structural Sections: At least two detailed sections (Wall and Roof) featuring full material annotations and calculated Rvalues to demonstrate thermal envelope compliance. ● Exterior Visuals: At least one scaled Elevation and one 3D Perspective view to communicate aesthetic intent and fenestration alignment. ● Comprehensive Plot Plan: Showing the building footprint within legal setbacks, including site notes and utility orientations. ● Project Schedules: A professional Material and Fixture schedule detailing all specifications for the build.

Part 2: The Design Defense (Presentation Component) Students will conduct a brief professional review of their drawing set. During this defense, they must: ● Explain at least three specific design decisions (e.g., orientation for daylighting, material choice for R-value, or room adjacency for lifestyle flow). ● Demonstrate how their drawings effectively communicate these decisions to a contractor or client. ● Justify how the set meets both the initial Client Brief and relevant Building Codes.

● Floor Plan Dimensioning Review: Confirm that overall, running, and chain dimensions are mathematically sound and meet industry standards. Verify all room areas are calculated and labeled correctly to ensure spatial requirements are met before progressing to vertical sections. ● Structural Section View Review: Review of wall and roof sections. Confirm all material layers are identified, assembly annotations are present, and R-values are correctly calculated and labeled to meet thermal envelope code requirements. ● Site Property & Plot Plan Verification: Confirm building footprint accuracy, legal setbacks, north arrow orientation, and site- specific notes. Verify the scale is consistent and that the building is legally sited within the property boundaries. ● Elevation & Fenestration Alignment Check: Confirm that exterior material choices and fenestration (window/door placement) align perfectly with the internal floor plan logic.

Ensure the "visual story" of the house matches the technical floor plan before final rendering. ● Final Production Review Conference (Senior Architect/Peer) : A 1:1 coaching review where the teacher is the senior architect and where students defend their complete set.

Utilizing a professional checklist, the reviewer confirms the set is "Permit-Ready," ensuring it includes all dimensioned plans, sections, elevations, and design brief.

STAGE 3: LEARNING PLAN

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Architectural Design 3 Unit 2 First Topic: Presentation Drawing

Estimated # of Days: 7

Learning Targets: ● I can apply floor‑plan dimensioning conventions (overall, running, chain) to produce accurate, buildable plans with room areas and tolerances. ● I can annotate a CAD floor plan with room names, scales, north arrow, and title block information matching presentation standards. ● I can create a wall/roof section that documents assemblies, materials (e.g., stone veneer, wood shingle siding), and R‑values as shown in the exemplar drawing. ● I can produce a plot plan that locates and orients the building footprint on site at an appropriate scale and includes a north arrow and site notes. ● I can present my drawing set clearly, explaining circulation, adjacencies, sustainability features (NAHB green notes), and constructability considerations.

Essential Questions: ● What information must a presentation drawing include to clearly convey design intent without serving as construction documents? ● How does a wall/roof section communicate material assemblies and thermal performance (R‑values) to support design decisions? ● How does the plot plan establish orientation, site context, and service access that influence floor‑plan decisions? ● In what ways do elevations and presentation views reinforce the spatial and material choices shown on the floor plan? ● How can a presentation drawing set most effectively communicate a house design to a client or reviewer?

Learning Activities: ● Establishing the Floor Plan ○ Teacher: Models advanced dimensioning hierarchy (overall, running, and chain) and explains how tolerances affect real-world framing. ○ Student: Executes a full dimensioning pass on their floor plan, ensuring all walls, windows, and doors meet strict architectural conventions for a "buildable" set. ● Advanced Sectional Analysis ○ Teacher: Demonstrates how to identify "critical junctions" in a home design (e.g., stairs, complex roof intersections) that require detailed sections. ○ Student: Generates strategic sectional views that reveal the internal skeleton of their design, annotating material layers and calculating R-values for thermal compliance. ● Plot Plan & Utility Strategy ○ Teacher: Leads a seminar on site-specific constraints, focusing on legal setbacks, driveway gradients, and the logic of utility tie-ins. ○ Student: Produces a detailed Plot Plan that legally sites the home on the building lot, documenting setbacks, easements, and essential service connections. ● Elevation & Presentation Views ○ Teacher: Coaches students on "Visual Alignment," ensuring that 2D elevations and 3D perspectives perfectly mirror the floor plan’s technical data. ○ Student: Generates a suite of exterior views that communicate the aesthetic and structural "story" of the home to a client or reviewer. ● Final Drawing Set Assembly ○ Teacher: Acts as a Principal Architect; facilitates a "Redline Session" to check for

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Architectural Design 3 Unit 2 inconsistencies across the entire drawing set. ○ Student: Compiles all components—plans, sections, elevations, and schedules—onto a professionally titled and scaled sheet, ready for their design defense.

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Architectural Design 3 Unit 3 Course Name: Architectural Design 3 Unit 3 Title: Architectural Modeling

Est. # of Days: 18-22

Unit Overview: In this unit, we translate every line of our presentation drawings into a physical 1/4" = 1'0" scale model — walls, roof, windows, doors, and a fully landscaped site base. We learn to convert dimensions accurately, choose the right materials and tools, fabricate clean subassemblies, and finish the model so it communicates our design decisions clearly to anyone who picks it up. The final model, mounted and presented, is the capstone of everything we've designed and documented across the course.

STAGE 1: DESIRED RESULTS Established Goals ● ARCH.04.04: Develop and communicate an assigned building design. ● ARCH.05.02: Produce preliminary designs, final sketches and presentation drawings. ● ARCH.06.01: Identify, research, develop and explain architectural and construction plans, drawings, diagrams and specifications. ● ARCH.07.01: Employ appropriate media to communicate concepts and design. ● ARCH.07.02: Convey information using multi-dimensional drawings. Create effective working drawings, and presentation drawing. ● ARCH.07.03: Employ basic model building techniques. ● ARCH.08.04: Prepare and conduct effective oral presentation.

Understandings ● A scale model isn't just a representation of a design — it's a test of whether the design actually holds together in three dimensions. ● Converting dimensions accurately isn't just a math exercise — at 1/4" = 1'-0", a small error on paper becomes a part that doesn't fit. ● The right material choice at model scale does two things at once: it represents a real building material and it has to survive handling, display, and review. ● Building in subassemblies — walls, roof, windows, doors — is how professional

Transfer Goals ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners).

Essential Questions ● What should I include with my mounted model (legend, north arrow, title plaque, templates) so reviewers understand my design and fabrication choices? ● What does building a physical model reveal about a design that drawing it could not? ● How does working at 1/4" = 1'-0" scale change the way you think about dimensions and tolerances? ● How do you choose materials that represent real exterior assemblies convincingly at model scale?

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Architectural Design 3 Unit 3 modelmakers maintain precision and the ability to fix mistakes without starting over. ● A site base isn't decoration — it anchors the building in its real conditions of orientation, setbacks, access, and landscape. ● The finished model is the final argument for every design decision made across the course — it either makes the case or reveals what the drawings couldn't hide.

● Why build walls, roofs, windows, and doors as separate subassemblies rather than all at once? ● How does the site base connect the building model to the real conditions of orientation, setbacks, and landscape? ● What should someone be able to understand about your design just by looking at the finished model? ●

Knowledge ● Scale and proportion: how 1/4" = 1'-0" converts real dimensions to model measurements and how tolerances affect fit. ● Model materials and tools: common modeling materials (foam board, basswood, card stock, acrylic, adhesive types), safe tool use, and finish techniques for realistic surfaces. ● Relationship between drawings and models: reading floor plans, elevations, sections, and plot plans to extract geometry, heights, openings, and site layout. ● Construction assemblies at model scale: simplified wall, roof, window, and door assemblies that represent real materials (e.g., stone veneer, wood shingle) and key performance notes (insulation/R‑values) visually. ● Site/landscape translation: converting plot plan elements—building footprint, driveway, decks, setbacks, water features, and planting zones—into scaled landscape elements and ground plane treatments (permeable paving, water, vegetation). ● Model presentation: how to mount, label, and present a scale model — legend, north arrow, title plaque, and parts list — so that design decisions are legible to a client or reviewer without explanation. ● How the physical model serves as a test of design decisions made in Units 1 and 2 — what a model reveals that drawings cannot.

Skills (Framed as Learning Targets) ● I can convert plan and elevation dimensions to 1/4" = 1'-0" with appropriate tolerances and produce accurate cutting templates. ● I can select and use modeling materials, adhesives, and tools safely to fabricate a 1/4" scale house model. ● I can fabricate clean wall, roof, window, and door subassemblies that represent real material systems and performance features. ● I can build a scaled site base and landscape (hardscape, planting, water features) and integrate the 1/4" house model with appropriate finishes ● I can mount, label, and present my completed scale model — including legend, north arrow, title plaque, and fabrication notes — so that design intent is clear to a client or reviewer. ● I can present my finished model and explain how it reflects the design decisions made in my floor plan and presentation drawings, identifying at least two places where building the model changed or confirmed a design decision.

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Architectural Design 3 Unit 3 Key Vocabulary: scale, cutting template, wall assembly, roof assembly, exterior finish, site elements (e.g., scaled features like driveways, decks, planting zones, and water features) STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment The Architectural Scale Model & Design Defense Part 1: The Scaled Residential Model Students will construct a high-precision physical model at 1/4” = 1’-0” scale that accurately translates their technical drawings into a three-dimensional form. The model must include: ● Structural Envelope: Accurately scaled exterior walls, roof systems, and integrated fenestration (windows and doors). ● Architectural Features: Representation of exterior functional elements such as decks, porches, and structural overhangs. ● Material Representation: Use of professional modeling materials and textures to represent intended exterior finishes.

Part 2: The Integrated Landscape & Site Base The model must be mounted on a defined, scaled site base that demonstrates professional site planning.

Requirements include: ● Site Orientation: Building footprint correctly placed and oriented on the site with a North arrow, legend, and professional title plaque. ● Hardscape & Circulation: Scaled walkways, driveways, and defined entry points. ● Softscape & Sustainability: Defined planting zones and the inclusion of at least one visible sustainability feature (e.g., bioswales, solar orientation, or permeable paving).

Part 3: The Client Panel Presentation (Design Defense) Students will present their finished

Formative Assessment ● Precision Cutting Templates Audit ○ Confirm all wall, floor, and roof templates are dimensionally accurate and cross-referenced with the CAD set before any physical material is cut.

This ensures zero-waste and structural alignment. ● Structural Subassembly Review (Walls & Roof) ○ Verify that all subassembly parts fit with tight tolerances, edges are clean/square, and exterior material representations (siding, roofing) are correctly applied according to the design intent. ● Fenestration & Opening Verification ○ Confirm all window and door openings align perfectly with the 1/4” = 1’-0” floor plan dimensions. Ensure all component parts are manufactured and ready for installation into the subassemblies. ● Site Base & Plot Plan Validation ○ Confirm the plot plan is correctly scaled on the physical base. Verify that the building footprint is accurately placed, and that legal setbacks and easements are represented before mounting the house model. ● Final Integration & Presentation Audit ○ A final quality-control check to confirm the house model, site base, legend, north arrow, and professional title plaque are present and correctly assembled. This milestone must be passed before the final design defense. ● Peer Review: Quality Control (QC) Circle

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Architectural Design 3 Unit 3 model to the class or a simulated professional client panel. During this defense, students must: ● Justify Design Logic: Explain at least three specific design decisions visible in the model (e.g., roof pitch for local climate, window placement for views/light, or site integration). ● Analyze Dimensional Reality: Identify and explain at least one insight or structural detail the physical model revealed that was not immediately apparent in the 2D CAD drawings. ●

○ Students utilize a professional rubric to critique a peer's model for craftsmanship, scale accuracy, and site integration, providing "redline" feedback for final adjustments.

STAGE 3: LEARNING PLAN First Topic: House Design Model

Estimated # of Days: 15

Learning Targets: ● I can convert plan and elevation dimensions to 1/4" = 1'-0" scale and produce accurate cutting templates for walls, floors, and roofs. ● I can select appropriate model materials, use tools safely, and apply finishing/texturing techniques to represent exterior materials. ● I can complete a 1/4" scale house model, perform finishing touches, and prepare the model for professional presentation.

Essential Questions: ● How do scale and tolerances affect how design details translate from drawing to physical model? ● How do I accurately convert plan and elevation dimensions to 1/4" = 1'-0" so my cutting templates produce parts that fit together? ● Which materials, tools, and safety practices best reproduce exterior materials and textures at 1/4" scale?

Learning Activities: ● Advanced Scale & Template Production ○ Teacher: Models 1:1 to 1/4" conversion and material thickness compensation. ○ Student: Generates precise cutting templates for all structural planes to ensure part accuracy. ● Architectural Materials & Safety Lab ○ Teacher: Demonstrates professional adhesives, substrate selection, and utility tool safety. ○ Student: Selects and tests finishes to represent stone, siding, or glass at 1/4" scale. ● Modular Subassembly Fabrication ○ Teacher: Explains why modular construction (walls/roofs as units) improves accuracy and repairability. ○ Student: Fabricates precision subassemblies, ensuring window and door openings match CAD specifications. ● Structural Integration & Joinery ○ Teacher: Coaches on "Final Joinery" to merge subassemblies without visible seams or

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Architectural Design 3 Unit 3 overflow. ○ Student: Integrates all subassemblies into a rigid, unified house model. ● Presentation & Site Curation ○ Teacher: Guides the professional layout of the site base (north arrow, legend, title plaque). ○ Student: Finalizes the model and site for the Final Design Defense.

Second Topic: Site Plan/Landscape Design

Estimated # of Days: 6

Learning Targets: ● I can scale a plot plan to 1/4" = 1'-0", locate and orient the building footprint, and construct a stable site base with correct setbacks and basic grading. ● I can fabricate and place scaled hardscape and landscape elements (driveways, decks, paths, vegetation) that communicate sustainability features from the plot plan. ● I can integrate and mount my 1/4" scale house model on the site base, add a clear legend/north arrow/title plaque, and explain how my site decisions respond to daylighting, access, and green strategies.

Essential Questions: ● How do I accurately translate a plot plan to 1/4" = 1'-0" so the building footprint, setbacks, and grading are correctly represented on the site base? ● What materials and techniques best communicate hardscape, permeability, and landscape features at 1/4" scale while showing clear circulation and service access? ● How does the placement and orientation of the house on the site affect daylighting, access, privacy, and the effectiveness of green strategies (e.g., permeable paving, covered entry, solar)?

Learning Activities: ● Site Translation & Base Construction ○ Teacher: Models scaling plot plans and marking legal setbacks on a physical base. ○ Student: Builds the site base (foam/plywood) and locates the building footprint to ensure proper model siting. ● Hardscape & Surface Fabrication ○ Teacher: Demonstrates texturing for driveways, patios, and water features. ○ Student: Fabricates hardscape elements and cuts recesses for integrated features like decks or driveways. ● Vegetation & Sustainability Modeling ○ Teacher: Guides the placement of softscape (trees/lawns) and solar/green features. ○ Student: Adds scale vegetation and sustainability indicators to reflect the Design Rationale. ● Final Model Integration ○ Teacher: Coaches on the clean mounting of the house model to the site base. ○ Student: Mounts the structure and finalizes the site for the Client Panel Presentation.

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Hospitality, Events & Tourism Cluster

Grade 7 or 8 Cooking Foundations 1

Grade 7 or 8 Cooking Foundations 1 This course is designed to encourage critical thinking, foster curiosity, and connect cooking skills to real-life situations for middle school students.

Unit 1: Kitchen Basics 12 lessons

Unit 2: Baking Basics 10 lessons

Unit 3: Nutrition & Breakfast Basics 8 lessons

It's time to get hands-on in the kitchen and start your culinary journey! We start with the basic essentials — understanding kitchen equipment and safety and sanitation practices. We next learn to read a recipe and get comfortable with basic measurements and steps so that the picture looks like the result. We get ready to enjoy our food by creating an inviting table setting.

Let’s get ready to bake! This next unit guides us through the fundamental principles and techniques of baking, starting with the essential ingredients. Through hands-on practice, we create a variety of sweet and savory treats from scratch. Beyond the recipes, we grow our confidence with essential skills every great baker needs and celebrate what we made.

Get ready to cook your way to a great morning! In this final unit on nutrition and breakfast, we prepare a variety of delicious and nutritious breakfast foods. We first explore the basics of balanced nutrition, discover tricks for quick and efficient preparation. Next, through hands-on practice, we continue to build confidence in the kitchen and learn how to start the day with a homemade breakfast.

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Cooking Foundations 1 Unit 1

Course Name: Cooking Foundations 1 Unit 1 Title: Kitchen Basics

Est. # of Lessons: 12

Unit Overview: It's time to get hands-on in the kitchen and start your culinary journey! We start with the basic essentials — understanding kitchen equipment and safety and sanitation practices. We next learn to read a recipe and get comfortable with basic measurements and steps so that the picture looks like the result.

We get ready to enjoy our food by creating an inviting table setting.

STAGE 1: DESIRED RESULTS Established Goals ● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.3.1: Operate tools and equipment following safety procedures and OSHA requirements. ● 8.5.3: Demonstrate knowledge of portion control and proper scaling and measurement techniques ● 8.5.10: Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. ● 8.5.11: Prepare breakfast meats, eggs, cereals, and batter products using safe handling and professional preparation techniques. ● 8.5.14: Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor.

Understandings ● Following safety and sanitation rules is crucial to prevent accidents and foodborne illnesses while cooking. ● Selecting the correct tools and equipment for a recipe is essential for success. ● Working effectively as a team enhances our kitchen experience and improves our cooking results.

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● What are the most important rules for staying safe and clean while cooking? ● How do we choose the right tools for a recipe, and how does that choice affect our food? ● What’s the one thing you should look for in a recipe before you start cooking, and how does it help you avoid mistakes and save

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Cooking Foundations 1 Unit 1 ● Setting a table is a thoughtful series of actions to make sure the right tools are in the right place based on the meal.

Knowledge ● Kitchen Safety & Sanitation ● Kitchen Equipment Use & Care ● Recipe Reading, Kitchen Math & Measuring Techniques ● Table Setting & Etiquette Key Vocabulary: hygiene, sanitation, hazard, recipe, appliance, utensil, measure, liquid ingredient, dry ingredient, mise en place, place setting

time? ● How do math skills, like measuring and adjusting a recipe, help us cook successfully? ● How does setting a table with the right tools in the right place make a meal more enjoyable for everyone?

Skills (Framed as Learning Targets) ● I can explain the Four Food Safety Actions. ● I can demonstrate the steps for handwashing. ● I can identify common kitchen utensils & equipment. ● I can recognize kitchen hazards and explain how to correct them. ● I can interpret and execute multi-step recipe instructions in the correct order. ● I can accurately measure dry and liquid ingredients crucial for success. ● I can set the table incorporating the RIGHT/LEFT rule.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● Kitchen Skills Practical Exam: Demonstrate proficiency in a series of tasks, such as: correctly and safely using a specific kitchen tool (e.g., knife, peeler), measuring ingredients accurately for a given recipe, following a multi-step recipe independently and demonstrating proper handwashing and cross-contamination prevention. ● "Kitchen Safety & Sanitation" Poster/Presentation: Create a visual aid or short presentation highlighting key safety and sanitation rules, explaining their importance. ● Collaboration Cooking Labs: work together to produce a recipe ● Table Setting & Etiquette Demonstration: Set a formal or informal table and explain the purpose of each item and basic table manners.

Formative Assessment ● Equipment Identification Quiz: Students match kitchen tools to their names and primary uses. ● Safety Scenario Case Studies: Present students with a kitchen safety scenario (e.g., a spill, a hot pan) and have them discuss how to troubleshoot or solve the problem. ● Sanitation Checklist: Use a checklist to evaluate workstation for cleanliness before and after a cooking activity. ● Recipe Interpretation Worksheet: Provide a simple recipe and ask students to identify key components like ingredients, steps, and cooking temperature. ● Measurement Practice Stations: Rotate through stations, practicing accurate measurements of dry and liquid ingredients.

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Cooking Foundations 1 Unit 1 STAGE 3: LEARNING PLAN First Topic: Kitchen Safety & Sanitation

Estimated # of Lessons: 4

Learning Targets: ● I can explain the Four Food Safety Actions. ● I can demonstrate the steps for handwashing. ● I can recognize kitchen hazards and explain how to correct them.

Essential Questions: ● What are the most important rules for staying safe and clean while cooking?

Learning Activities:

● Handwashing Demonstration and practice to learn the correct technique ● Kitchen Safety Scavenger Hunt to identify potential hazards ● Explore the kitchen to identify potential hazards (e.g., sharp knives, wet floors, improper food storage) and discuss how to address each one. ● Learn the correct handwashing technique, then practice and demonstrate it, using a harmless powder or lotion that glows under UV light to check effectiveness.

Second Topic: Kitchen Equipment Use & Care

Estimated # of Lessons: 3

Learning Targets: ● I can identify common kitchen utensils & equipment. ● I can recognize kitchen hazards and explain how to correct them.

Essential Questions: ● What are the most important rules for staying safe and clean while cooking? ● How do we choose the right tools for a recipe, and how does that choice affect our food?

Learning Activities: ● Kitchen Equipment Scavenger Hunt to helps students recognize equipment, understand its purpose, and connect proper use to kitchen safety ● Equipment Care Poster Project to encourage students to research and communicate best practices for equipment maintenance, supporting long-term care and safety in the kitchen Third Topic: Recipe Reading, Kitchen Math & Measuring Techniques

Estimated # of Lessons: 3

Learning Targets: ● I can interpret and execute multi-step recipe instructions in the correct order. ● I can accurately measure dry and liquid ingredients crucial for success.

Essential Questions: ● How do we choose the right tools for a recipe, and how does that choice affect our food? ● What’s the one thing you should look for in a recipe before you start cooking, and how does it help you avoid mistakes and save time? ● How do math skills, like measuring and adjusting a recipe, help us cook successfully?

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Cooking Foundations 1 Unit 1 Learning Activities: ● Cooperative Cooking Labs: work together, using assigned kitchen roles, to prepare simple snacks & meals. ● Apply class mise en place steps for set-up and clean-up during cooking labs ● Recipe Mix-Up Challenge to evaluate a “trick” or altered recipe with intentional errors or hidden instructions and then they must carefully read the entire recipe before beginning and identify any mistakes or missing steps ● Rewrite and Sequence a Recipe to understand how careful reading and clear instructions lead to successful cooking ● Digital Measuring Exercise to practice different amounts of ingredients required in a recipe ● Exit Ticket: "One Thing I Learned About Safety": Students write down one new safety rule they learned. ● Teamwork & Roles Exit Ticket Assessment: At the end of the cooking lab, each student completes a brief "exit ticket" or participates in a quick group debrief. The instructor might ask them to reflect on their roles with prompts such as "What was one task you completed in your role that helped the team?", "How did the Head Chef and Prep Cook work together to get the recipe started?" or "Name one thing your Dishwasher or Bus Person did that made the clean-up process more efficient."

Fourth Topic: Table Setting & Etiquette

Estimated # of Lessons: 2

Learning Targets: ● I can set the table incorporating the RIGHT/LEFT rule.

Essential Questions: ● How does setting a table with the right tools in the right place make a meal more enjoyable for everyone?

Learning Activities:

● Table setting practice and comparison to arrange dinnerware, utensils, and glassware for either an informal or formal meal. After completing their setups, students compare their arrangements with a reference handout or demonstration, discussing any differences and the reasons behind proper placement. ● Place food items that were made in cooperative cooking labs on the table in the appropriate location.

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Cooking Foundations 1 Unit 2

Course Name: Cooking Foundations 1 Unit 2 Title: Baking Basics

Est. # of Lessons: 10

Unit Overview: Let’s get ready to bake! This next unit guides us through the fundamental principles and techniques of baking, starting with the essential ingredients. Through hands-on practice, we create a variety of sweet and savory treats from scratch. Beyond the recipes, we grow our confidence with essential skills every great baker needs and celebrate what we made.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.5.10: Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. ● 8.5.11: Prepare breakfast meats, eggs, cereals, and batter products using safe handling and professional preparation techniques.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Baking is a precise science where ingredients interact chemically to create specific textures, structures, and flavors. ● Different leavening agents work to make baked goods rise and impact their final texture.

● How does careful measuring of ingredients prevent baking disasters and help us achieve the perfect cookie every time? ● How do the different ingredients in a cookie recipe work together as a team to create the final texture, flavor, and structure?

Knowledge

Skills (Framed as Learning Targets)

● Chemistry of Cookies ● Cookie Types ● Dangers of Eating Raw Dough/Batter

● I can describe how ingredients interact chemically to create structure, texture, and flavor. ● I can understand and demonstrate the importance of exact measurements and following instructions when baking. ● I can explain the function of different leavening agents (baking soda, baking

Key Vocabulary: bake, batter, dough, leavening agent, cream, consistency, heat-treat, salmonella, eColi

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Cooking Foundations 1 Unit 2 powder) and how they affect baked goods. ● I can explain how heat affects ingredients during the baking process. ● I can explain the potential risks of eating raw cookie dough or batter. ● I can work together as a team to follow a baking recipe to produce a quality result.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Cookie Baking Collaborative Practical Exam: Follow a recipe to bake a batch of cookies, assessed on accuracy of measurements, proper mixing techniques, baking safety, and the quality of the final product (taste, texture, appearance) ● "Baking Science" Explanation: Explain the role of at least three different ingredients in a cookie recipe (e.g., how baking soda makes cookies rise, how butter contributes to tenderness).

● Baking Ingredient Identification: Correctly identify common baking ingredients (e.g., flour, sugar, leavening agents) and their functions. ● "Mise en Place" Check: Teacher checks if students have correctly measured and prepared all ingredients before a baking activity.

STAGE 3: LEARNING PLAN First Topic: Chemistry of Cookies and Cookie Types

Estimated # of Lessons: 10

Learning Targets: ● I can describe how ingredients interact chemically to create structure, texture, and flavor. ● I can understand and demonstrate the importance of exact measurements and following instructions when baking. ● I can explain the function of different leavening agents (baking soda, baking powder) and how they affect baked goods. ● I can explain how heat affects ingredients during the baking process. ● I can explain the potential risks of eating raw cookie dough or batter. ● I can work together as a team to follow a baking recipe to produce a quality result.

Essential Questions: ● How does careful measuring of ingredients prevent baking disasters and help us achieve the perfect cookie every time? ● How do the different ingredients in a cookie recipe work together as a team to create the final texture, flavor, and structure?

Learning Activities:

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Cooking Foundations 1 Unit 2 ● Understand Leavening Action. Students observe and compare the spread, rise, and texture of the two cookie types.

● Connect Mixing Methods to Texture. Students observe how the mixing method affects dough ● ● ● ● ● ● ●

consistency and the final cookie's texture (e.g., density, tenderness).

Cooperative Cooking Labs: work together, using assigned kitchen roles, to prepare simple snacks & meals.

Create a "Cookie Type Chart" with descriptions and examples for each category.

Relate Baking Methods to Cookie Type; Connect Ingredients to Cookie Type. Students compare the texture, crispness, and shape differences resulting from the preparation method.

Present students with "problem" cookies (e.g., a flat sugar cookie that should have held its shape, a crumbly brownie) and guide them to identify the likely cause related to ingredient ratios or baking methods specific to that cookie type.

Show visual examples of undercooked vs. properly cooked items (e.g., cookies, brownies, cakes).

Provide students with cards listing various ingredients (e.g., cooked flour, raw flour, pasteurized eggs, raw eggs, sugar, butter). Students sort them into "Safe to Eat Raw" and "Unsafe to Eat Raw" categories.

In small groups, students create a short PSA (poster, video script, or skit) to educate others about the dangers of eating raw dough.

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Cooking Foundations 1 Unit 3

Course Name: Cooking Foundations 1 Unit 3 Title: Nutrition & Breakfast Basics

Est. # of Lessons: 8

Unit Overview: Get ready to cook your way to a great morning! In this final unit on nutrition and breakfast, we prepare a variety of delicious and nutritious breakfast foods. We first explore the basics of balanced nutrition, discover tricks for quick and efficient preparation. Next, through hands-on practice, we continue to build confidence in the kitchen and learn how to start the day with a homemade breakfast.

STAGE 1: DESIRED RESULTS Established Goals ● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.3.1: Operate tools and equipment following safety procedures and OSHA requirements. ● 8.5.3: Demonstrate knowledge of portion control and proper scaling and measurement techniques ● 8.5.10: Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. ● 8.5.11: Prepare breakfast meats, eggs, cereals, and batter products using safe handling and professional preparation techniques. ● 8.5.14: Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor.

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Breakfast is not just a meal—it's fuel for the day. ● Understanding essential nutrients and food groups helps us create meals that provide our bodies with the right fuel. ● An egg's transformation from liquid to solid demonstrates how heat energy changes protein structures, revealing that cooking is fundamentally about controlling chemical reactions.

● What makes a breakfast nutritionally "balanced?" ● How can the foods we eat help us have more energy and focus better at school? ● What happens to an egg when we cook it, and how can we prepare eggs safely?

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Cooking Foundations 1 Unit 3 Knowledge Foundational topics that typically can be measured in straight forward ways

Skills (Framed as Learning Targets)

● The six essential nutrients and their primary functions in the body. ● New Food Pyramid. ● Dietary Guidelines for Americans. ● Balanced diet. ● Parts of an egg. ● Breakfast is an important meal for energy and concentration during the day. ● Demonstrating basic cooking skills to prepare simple, healthy breakfast foods safely.

● I can explain why breakfast is important for my energy and concentration. ● I can identify the key food groups and essential nutrients. ● I can sort foods into the new Food Pyramid. ● I can plan a balanced breakfast that includes foods from multiple groups. ● I can demonstrate safe and healthy cooking practices in the kitchen. ● I can prepare at least two different styles of eggs. ● I can explain what happens to an egg as it cooks. ● I can prepare a healthy breakfast on my own.

Key Vocabulary: nutrient, macronutrient, micronutrient, carbohydrates, proteins (complete & incomplete), fats, vitamins, minerals, water, hydration, calorie, empty calorie, nutrient dense, yolk, albumen, chalazae, coagulation, doneness

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Healthy Meal Planning Project: Students plan a full day's meals, including breakfast, lunch, and dinner, justifying their food choices based on nutritional principles and Dietary Guidelines. ● "Nutrition Myth Busters" Presentation: Students research a common nutrition myth, present their findings, and explain the scientific facts to debunk it. ● Breakfast Cook-Off Challenge: Students work in small groups to prepare a balanced breakfast dish, judged on taste, presentation, nutritional balance, and teamwork. ● Egg Cookery Practical Exam: Students demonstrate proficiency in preparing a specific egg dish (e.g., scrambled eggs to a desired doneness, a fried egg)assessed on technique, safety, and final product.

● "Show What You Know" Drawings/Diagrams: Students draw or diagram a concept (e.g., nutrients, Dietary Guidelines for Americans,a balanced plate) to demonstrate understanding. ● Think-Pair-Share: Students discuss a nutrition-related question with a partner and then share with the class. ● Quick Skill Check: After a demonstration, students perform a specific task (e.g., crack an egg, measure a cup of oats) for immediate feedback.

STAGE 3: LEARNING PLAN

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Cooking Foundations 1 Unit 3 First Topic: Nutrition Basics/Dietary Guidelines

Estimated # of Lessons: 2

Learning Targets: ● I can identify the key food groups and essential nutrients. ● I can sort foods into the new Food Pyramid.

Essential Questions: ● How can the foods we eat help us have more energy and focus better at school?

Learning Activities:

● Hydration Station Challenge: Students track their water intake for a day and discuss the importance of staying hydrated.

● "Balanced Plate" Creation: Using play food or pictures, students assemble a balanced meal according to Dietary Guidelines.

● Cooperative Cooking Labs: work together, using assigned kitchen roles, to prepare simple snacks & meals.

Second Topic: Breakfast Basics/Egg Cookery

Estimated # of Lessons: 6

Learning Targets: ● I can explain why breakfast is important for my energy and concentration. ● I can plan a balanced breakfast that includes foods from multiple groups. ● I can demonstrate safe and healthy cooking practices in the kitchen. ● I can prepare at least two different styles of eggs. ● I can explain what happens to an egg as it cooks. ● I can prepare a healthy breakfast on my own.

Essential Questions: ● What makes a breakfast nutritionally "balanced?" ● How can the foods we eat help us have more energy and focus better at school? ● What happens to an egg when we cook it, and how can we prepare eggs safely?

Learning Activities: ● Breakfast Taste Test: Students sample various healthy breakfast items (e.g., different types of oatmeal, fruits, yogurts). ● Egg Science Exploration: Before cooking, students can observe the different parts of a raw egg (yolk, albumen, chalazae) and discuss their functions. ● Cooperative Cooking Labs: work together, using assigned kitchen roles, to prepare simple snacks & meals.

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Grade 8 Cooking Foundations 2

Grade 8 Cooking Foundations 2 This cooking class teaches students fundamental cooking and baking skills, kitchen safety and sanitation, and basic meal planning techniques through hands-on activities.

Unit 1: Kitchen Management Review & Knife Skills 10 lessons

Unit 2: Baking Basics 12 lessons

Unit 3: Meal Planning & Plating Fundamentals 8 lessons

Get ready to participate in lessons that taste good and last a lifetime! We start by practicing effective kitchen management skills as we create a sustainable, safe, and enjoyable environment for preparing food.

We then tackle the fundamental knowledge required to safely and effectively use various kitchen knives. Through guided instruction and repeated practice, you will develop confidence, and efficiency in your cutting techniques.

Time to bake…get ready to hone your skills.

We start by learning the science behind ingredients and baking techniques, then apply the skills and knowledge to confidently create a range of sweet and savory treats from scratch. Through hands-on practice, you will gain confidence in creating a variety of sweet and savory treats, learning precision, patience, and the joy of baking from scratch.

Go beyond cooking and master the art of plating to make your food irresistible! We begin by identifying the essential skills needed for creating balanced and appealing meals, from initial planning to final presentation. Then practice how to present your culinary creations in an attractive and inviting way.

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Cooking Foundations 2 Unit 1

Course Name: Cooking Foundations 2 Unit 1 Title: Kitchen Management Review & Knife Skills

Est. # of Lessons: 10

Unit Overview: Get ready to participate in lessons that taste good and last a lifetime! We start by practicing effective kitchen management skills as we create a sustainable, safe, and enjoyable environment for preparing food. We then tackle the fundamental knowledge required to safely and effectively use various kitchen knives. Through guided instruction and repeated practice, you will develop confidence, and efficiency in your cutting techniques.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.3.1: Operate tools and equipment following safety procedures and OSHA requirements. ● 8.5.3: Demonstrate knowledge of portion control and proper scaling and measurement techniques ● 8.5.10: Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. ● 8.5.14: Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings A tidy and organized kitchen makes cooking easier, safer, and more fun. ● Following food safety rules are critical practices to protect yourself and others from illness. ● Effective collaboration requires clear communication, shared responsibility, and mutual respect to achieve a common culinary goal. ● Safe and effective knife skills are built on a foundation of technique, practice, and ●

Essential Questions ● How can I plan my cooking time to finish a delicious meal and still have time for cleanup? ● What actions can I take to keep my kitchen clean and prevent germs from spreading? ● What steps can our team take to work together and get a recipe done quickly and smoothly? ● How can we communicate effectively to solve problems and make cooking more fun? ● What are the most important actions I can take to handle a knife safely and cut like a pro?

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Cooking Foundations 2 Unit 1 awareness. ● Cooking is a process of trial and error that requires patience, practice, and the willingness to learn from mistakes. ● Different types of baked goods exist because of fundamental differences in their ingredients and leavening processes, each with distinct textures, flavors, and preparation requirements.

● How do different knives and cutting techniques affect a chef's speed, safety, and efficiency? ● What are the hidden dangers of an unstable cutting surface, and how can a chef solve this problem?

Knowledge

Skills (Framed as Learning Targets)

Kitchen Safety & Sanitation Kitchen Organization & Efficiency Kitchen Teamwork & Collaboration Kitchen Knife Fundamentals Essential Knife Skills & Techniques

● I can use my time wisely in the kitchen, from getting my ingredients ready to cleaning up after I'm done. ● I can work with my classmates to keep our kitchen clean and safe. ● I can explain how to prevent germs from spreading ● I can safely and correctly use kitchen knives to dice, chop, and mince a variety of foods. ● I know the names and uses for different kitchen knives. ● I can explain why it's so important to use a steady cutting board.

● ● ● ● ●

Key Vocabulary: mise en place, sanitation, crosscontamination, prep, time management, teamwork, cutting board, chef's knife, paring knife, serrated knife, grip, dice, mince, chop, slice

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● Kitchen Manager's Guidebook: Students individually create a short, written or visual "guidebook" for a new student in the cooking class. It should explain the most important rules for success. For example, create a 'Do' and 'Don't' list for keeping our kitchen safe and clean, and draw or describe at least three different kitchen knives. ● The Video Demonstration: Students work in small groups to create a 3-5 minute video. The video should demonstrate one of the essential skills they've learned, such as dicing a vegetable, preparing a simple recipe from start to finish, or explaining kitchen sanitation.

Formative Assessment ● "Recipe Road Map" (Individual or Group): Before starting a recipe, have students create a simple flow chart or list of steps. They should write down what they will do first (e.g., wash hands, get out tools), second (e.g., chop vegetables), and so on, all the way to cleanup. You can quickly review their plans to see if they understand the concept of "mise en place." ● "What's Wrong with this Picture?" (Visual): Show a picture or a short video clip of a messy or unsafe kitchen. Ask students to identify at least three sanitation mistakes (e.g., raw chicken next to salad, dirty cutting board, person not washing hands). This can be a quick class discussion or a written response.

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Cooking Foundations 2 Unit 1 ● "Rate Your Team" (Written Reflection): At the end of a cooking lab, give students a short reflection sheet with prompts like: "On a scale of 1-5, how well did your group communicate today?" and "What's one thing your team did really well?" or "What's one thing your team could improve for next time?" ● "Cut-and-Go" (Performance): Give each student a vegetable (e.g., a carrot) and ask them to perform a specific cut (e.g., a dice or a slice). Collect the cut pieces on a small plate.

You can quickly glance at the consistency and size of their cuts to assess their skill level.

STAGE 3: LEARNING PLAN First Topic: Kitchen Management Review

Estimated # of Lessons: 5

Learning Targets: ● I can use my time wisely in the kitchen, from getting my ingredients ready to cleaning up after I'm done. ● I can work with my classmates to keep our kitchen clean and safe. ● I can explain how to prevent germs from spreading

Essential Questions: ● How can I plan my cooking time to finish a delicious meal and still have time for cleanup? ● What actions can I take to keep my kitchen clean and prevent germs from spreading? ● What steps can our team take to work together and get a recipe done quickly and smoothly? ● How can we communicate effectively to solve problems and make cooking more fun?

Learning Activities: ● Sanitation Scavenger Hunt to identify a few "mistake" stations in the kitchen. For example, place a cutting board with a dirty knife, leave a spoon in a raw ingredient, or set a bag on a countertop. In groups, students will "hunt" for the mistakes, write down what's wrong, and explain how to fix each problem. This activity makes sanitation and food safety interactive and memorable. ● Cooperative Food Labs to assess teamwork, time management, and kitchen safety all at once.

Second Topic: Knife Skills

Estimated # of Lessons: 5

Learning Targets: ● I can safely and correctly use kitchen knives to dice, chop, and mince a variety of foods. ● I know the names and uses for different kitchen knives. ● I can explain why it's so important to use a steady cutting board.

Essential Questions: ● What are the most important actions I can take to handle a knife safely and cut like a pro? ● What is the connection between a stable cutting board and a safe knife cut? ● How do chefs use different knives to make their cooking faster, safer, and more efficient?

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Cooking Foundations 2 Unit 1 Learning Activities: ● Knife ID Scavenger Hunt for students to correctly identify and describe the primary uses of common kitchen knives. ● Wobbly Board Experiment so students will understand the importance of a stable cutting surface.

Give a few students a wobbly cutting board (you can put a crumpled paper towel or a small object under one corner to make it unstable). Have them try to make a simple cut, like slicing a carrot.

The other students will observe and describe what happens and why it's unsafe. After the demonstration, teach them the proper way to stabilize a cutting board using a damp paper towel or a non-slip mat. ● Cooperative Food Labs to assess teamwork, time management, and kitchen safety all at once.

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Cooking Foundations 2 Unit 2

Course Name: Cooking Foundations 2 Unit 2 Title: Baking Basics

Est. # of Lessons: 12

Unit Overview: Time to bake…get ready to hone your skills. We start by learning the science behind ingredients and baking techniques, then apply the skills and knowledge to confidently create a range of sweet and savory treats from scratch. Through hands-on practice, you will gain confidence in creating a variety of sweet and savory treats, learning precision, patience, and the joy of baking from scratch.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.3.1: Operate tools and equipment following safety procedures and OSHA requirements. ● 8.5.3: Demonstrate knowledge of portion control and proper scaling and measurement techniques ● 8.5.10: Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. ● 8.5.14: Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings ● The ingredients used in baking are not just mixed together — knowing what each ingredient does helps you understand why your recipe turns out the way it does. ● A recipe is a map for creating something new, but experienced bakers know when and how to change the map to create something special. ● Baking is not very forgiving because of the measurement accuracy and proportion of ingredients, but having patience and practicing will help you build your confidence in the kitchen.

Essential Questions ● How do I use precise measurements and specific techniques to transform basic ingredients into a successful baked good? ● How does the type of leavening agent determine the characteristics of bread? ● What is the difference between a quick bread and a yeast bread, and what is the reason for these differences? ● How does knowing the leavening agent affect how a baker prepares and bakes different kinds of bread?

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Cooking Foundations 2 Unit 2 Knowledge

Skills (Framed as Learning Targets)

● Understand baking science ● Master key measuring techniques ● Follow a recipe to make a variety of sweet and savory treats ● Differentiate between quick breads and yeast breads

● I can explain the role of common baking ingredients and how they work together to create delicious baked goods. ● I can differentiate between quick breads and yeast breads. ● I can accurately measure ingredients and apply key baking techniques to achieve the desired results. ● I can follow a recipe to create a variety of sweet and savory baked goods from scratch. ● I can build my confidence and patience in the kitchen as I practice and perfect different baking recipes.

Key Vocabulary: leavening agent, gluten, yeast, knead, proof, Quick Bread, Yeast Bread, windowpane test

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● The Baking Science Presentation: Students individually or in pairs create a short presentation (e.g., a slide deck, a poster, or a short video) on a key baking concept such as leavening agents, the difference between quick breads and yeast breads, the role of flour and gluten, or how fats and sugars affect a baked good's texture. ● The Baker's Journal: Students keep a journal where they reflect on each baking lab.The journal entries should show growth in the student's confidence and problemsolving skills throughout the unit.

● Ingredient Detective: Give students a short, simple recipe (like chocolate chip cookies or pancakes). Have them choose three key ingredients and write a sentence for each, explaining what its job is to show if they understand the "why" behind the ingredients. ● "Recipe Challenge" Check-In: Check in with each group or individual by asking a simple, open-ended question like, "What step are you on now, and what's next?" or "What's the trickiest part of this recipe for you?" This allows you to identify areas where they might be struggling with a recipe and provide immediate feedback, helping them build confidence.

STAGE 3: LEARNING PLAN First Topic: Quick Breads

Estimated # of Lessons: 7

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Cooking Foundations 2 Unit 2 Learning Targets: ● I can explain the role of common baking ingredients and how they work together to create delicious baked goods. ● I can accurately measure ingredients and apply key baking techniques to achieve the desired results. ● I can follow a recipe to create a variety of sweet and savory baked goods from scratch. ● I can build my confidence and patience in the kitchen as I practice and perfect different baking recipes.

Essential Questions: ● How do I use precise measurements and specific techniques to transform basic ingredients into a successful baked good? ● How does the type of leavening agent determine the characteristics of bread? ● How does knowing the leavening agent affect how a baker prepares and bakes different kinds of bread?

Learning Activities: ● Measuring Olympics: Students practice accurately measuring various ingredients like flour, water, and sugar to help them perfect their measuring skills, which is crucial for successful baking. ● Recipe Jigsaw Puzzle: Break down a simple recipe, such as chocolate chip cookies or brownies, into separate steps written on different pieces of paper. Mix them up and give them to a group of students. Their job is to work together to put the recipe in the correct order. ● Cooperative Quick Breads Food Labs to assess teamwork, time management, and kitchen safety all at once.

Second Topic: Yeast Breads

Estimated # of Lessons: 5

Learning Targets: ● I can explain the role of common baking ingredients and how they work together to create delicious baked goods. ● I can accurately measure ingredients and apply key baking techniques to achieve the desired results. ● I can follow a recipe to create a variety of sweet and savory baked goods from scratch. ● I can build my confidence and patience in the kitchen as I practice and perfect different baking recipes. ● I can differentiate between quick breads and yeast breads.

Essential Questions: ● How do I use precise measurements and specific techniques to transform basic ingredients into a successful baked good? ● How does the type of leavening agent determine the characteristics of bread? ● What is the difference between a quick bread and a yeast bread, and what is the reason for these differences? ● How does knowing the leavening agent affect how a baker prepares and bakes different kinds of bread?

Learning Activities: ● The Science of Yeast Experiment: Students learn what yeast is, how it works, and what it needs to grow through this activity: Give each student a small bowl with warm water, a pinch of sugar, and a packet of dry yeast and have them observe what happens over 5-10 minutes. (they'll see the yeast "come alive" and start to foam). Ask them to write down or discuss what they think the yeast

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Cooking Foundations 2 Unit 2

● ●

is doing and why the sugar and warm water are important.

Gluten Development Squeeze & Stretch experiment to teach students the concept of kneading and how it develops gluten.

Cooperative Yeast Breads Food Labs to assess teamwork, time management, and kitchen safety all at once.

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Cooking Foundations 2 Unit 3

Course Name: Cooking Foundations 2 Unit 3 Title: Meal Planning & Plating Techniques

Est. # of Lessons: 8

Unit Overview: Go beyond cooking and master the art of plating to make your food irresistible! We begin by identifying the essential skills needed for creating balanced and appealing meals, from initial planning to final presentation. Then practice how to present your culinary creations in an attractive and inviting way.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.3.1: Operate tools and equipment following safety procedures and OSHA requirements. ● 8.5.3: Demonstrate knowledge of portion control and proper scaling and measurement techniques ● 8.5.10: Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. ● 8.5.14: Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings ● Creating a balanced meal using recommended portion sizes provides the nutrients necessary for good health. ● Meal planning increases efficiency in the shopping and cooking process. ● People eat with their eyes first — the way we plate a dish impacts its enjoyability.

Knowledge

Essential Questions ● How does understanding what goes into a meal help me make smarter food choices? ● What does a truly balanced meal look like, and how do I create one? ● How can planning meals ahead of time help reduce food waste? ● What can I do to make food look so good that it makes people want to eat it? ● How can I use color, texture, and height to transform a simple plate of food into a work of art? ● Why is the final presentation of a meal just as important as the way it tastes?

Skills (Framed as Learning Targets)

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Cooking Foundations 2 Unit 3 ● Identify the components of a healthy, balanced meal. ● Explain how to arrange food on a plate to make it look attractive and appealing. ● Practice using color, texture, and height to make your food look irresistible.

Key Vocabulary: balanced meal, food groups, meal planning, food waste, plating, garnish, elements of design (color, texture, height, line), visual appeal

● I can create a balanced meal using simple guides and knowledge of food groups. ● I can plan meals ahead of time to save money and reduce food waste. ● I can understand why the way a meal looks is just as important as how it tastes. ● I can use the elements of design to create a plate of food that looks appealing to eat.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Crepe Dessert: Prepare a plated crepe dessert using the ingredient kit you are provided with, and incorporating three plating techniques learned in class. ● Plate Your Way" Challenge: Assess students' understanding of creating a balanced meal and using plating elements by giving each student a paper plate. Using markers, crayons, or cutouts from magazines, have them "plate" a balanced meal, including all the major food groups and demonstrating the use of at least two elements of design (e.g., a zig-zag sauce line for line, or different-colored vegetables for color).

● Two-Minute Plate Critique: to determine students' understanding of why plating matters. Show the class two pictures of the same dish (one plate is messy and disorganized, and the other is beautifully plated). Ask students to write down three to five words that describe how each picture makes them feel then have them list three specific things the nicely plated dish did to look more appealing.

STAGE 3: LEARNING PLAN First Topic: Meal Planning

Estimated # of Lessons: 3

Learning Targets: ● I can create a balanced meal using simple guides and knowledge of food groups. ● I can plan meals ahead of time to save money and reduce food waste.

Essential Questions: ● How does understanding what goes into a meal help me make smarter food choices? ● What does a truly balanced meal look like, and how do I create one? ● How can planning meals ahead of time help reduce food waste?

Learning Activities: ● Leftover Rescue" Mission: Give each group a hypothetical scenario with leftover ingredients, such as "You have leftover roasted chicken, half an onion, and some tortillas." The students’ task is to

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Cooking Foundations 2 Unit 3 brainstorm and write down at least three different new meals they could make with those ingredients (e.g., chicken quesadillas, chicken stir-fry, chicken salad wraps). This teaches them to think creatively about reducing food waste. ● Cooperative Food Labs to assess teamwork, time management, and kitchen safety all at once.

Second Topic: Plating Techniques

Estimated # of Lessons: 5

Learning Targets: ● I can understand why the way a meal looks is just as important as how it tastes. ● I can use the elements of design to create a plate of food that looks appealing to eat.

Essential Questions: ● What can I do to make food look so good that it makes people want to eat it? ● How can I use color, texture, and height to transform a simple plate of food into a work of art? ● Why is the final presentation of a meal just as important as the way it tastes?

Learning Activities: ● Reading Check: Provide resources related to the fundamentals of plating and ask students to create a graphic organizer identifying the main concepts presented. ● Color Wheel Plate: Provide groups with a variety of colorful foods like bell peppers, tomatoes, spinach, carrots, and corn and ask them to create a plate that uses a specific number of colors.

Afterward, discuss how using different colors makes the food look more appealing. ● Cooperative Food Labs to assess teamwork, time management, and kitchen safety all at once.

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Culinary Essentials CULINARY ESSENTIALS COURSE # 602 0.5 credit (FVA, STEM) This course gives the foundational skills and knowledge needed to work in a restaurant kitchen. Applying the skills in the first three units, the course ends with a design challenge to create and plate an entree that demonstrates proficiency in cooking techniques, knife skills, and proper use of starches, proteins, vegetables, and sauces. This class is for anyone serious about pursuing a career in the culinary arts or simply passionate about learning to cook at a higher level.

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Culinary Essentials FOUNDATIONS: Culinary Essentials Course Description Want to learn how to cook like a professional?

This course gives the foundational skills and knowledge needed to work in a restaurant kitchen. Applying the skills in the first three units, the course ends with a design challenge to create and plate an entree that demonstrates proficiency in cooking techniques, knife skills, and proper use of starches, proteins, vegetables, and sauces. This class is for anyone serious about pursuing a career in the culinary arts or simply passionate about learning to cook at a higher level.

Unit 1: Culinary Basics 14 days

Unit 2: Cooking Techniques 12-14 days

This first unit lays the foundation for all culinary arts by teaching the essential skills for a safe and successful kitchen including: safety, sanitation, proper measurements, knife skills, and culinary math. We also prepare for the ServeSafe Allergen certification test, a valuable credential that will give you a competitive edge in any future culinary career.

Now that we have developed some of the basics skills, it's time to put them to use. In this unit, we develop essential cooking techniques through hands-on practice. We learn how to properly use different kitchen tools and equipment while mastering basic seasoning and flavoring. We also explore how dry-heat and moist-heat methods impact the color, flavor, and texture of food. Finally we are introduced to the key concept of carry-over cooking to ensure that a food item is accurately prepared.

Unit 3: Mother Sauces & Thickening Agents 7 days

We next focus on applying the fundamental cooking techniques from the first two units to develop mother sauces and thickening agents. We gain essential skills in preparing the five classical mother sauces — Béchamel, Velouté, Espagnole, Tomato, and Hollandaise — which will enable you to enhance dishes with expertly crafted flavors.

Unit 4: Design Challenge 8 days

Get ready to create something truly impressive! This final unit is a chance to showcase your culinary skills by designing and cooking a complete plated entree that includes a protein, starch, vegetable, and a homemade sauce. Use at least three different cooking techniques and demonstrate excellent knife skills.

Throughout the process, maintain professional kitchen safety and sanitation expectations.

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Culinary Essentials Unit 1

Course Name: Culinary Essentials Unit 1 Title: Culinary Basics

Est. # of Lessons: 14

Unit Overview: This first unit lays the foundation for all culinary arts by teaching the essential skills for a safe and successful kitchen including: safety, sanitation, proper measurements, knife skills, and culinary math. We also prepare for the ServeSafe Allergen certification test, a valuable credential that will give you a competitive edge in any future culinary career.

STAGE 1: DESIRED RESULTS Established Goals ● 8.2.1: Identify characteristics of major foodborne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention. ● 8.2.3: Use knowledge of systems for documenting, investigating, reporting, and preventing foodborne illness. ● 8.2.4: Use the Hazard Analysis Critical Control Point (HACCP) and crisis management principles and procedures during food handling processes to minimize the risks of foodborne illness. ● 8.2.5: Practice standard personal hygiene and wellness procedures. ● 8.2.6: Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods. ● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.2.8: Analyze current types of cleaning and sanitizing materials for proper use. ● 8.3.1: Operate tools and equipment following safety procedures and OSHA requirements. ● 8.3.2: Maintain tools and equipment following safety procedures and OSHA requirements. ● 8.3.3: Demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware, and utensils to meet industry standards and OSHA requirements. ● 8.3.5: Demonstrate procedures for safe

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

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Culinary Essentials Unit 1 and secure storage of equipment and tools. ● 8.3.6: Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving. ● 9.2.1: Analyze factors that contribute to food borne illness.

Understandings

Essential Questions

● Personal hygiene is the first line of defense in preventing the spread of bacteria and foodborne illnesses. ● Separating raw foods from ready-to-eat foods prevents cross-contamination, a primary cause of foodborne illness. ● Proper knife technique not only improves your efficiency and consistency in cuts, but is essential for preventing injury. ● A recipe provides a framework to follow.

But learning to use your senses—taste, smell, and sight—is what allows you to adapt and perfect the dish. ● The practice of mise en place is the key to a smooth and successful cooking experience, minimizing the chance of errors. ● Choosing the right tool for the job and executing the correct technique ensures efficiency and a better result. ● Allergens can be hidden in ingredients, so reading every label and understanding all the components of a dish is a critical habit for ensuring food safety for those with allergies.

● How does my own personal hygiene prevent me from making someone sick? ● What safety and sanitation rules do I need to pay attention to while I practice and perform in this kitchen? ● How do I execute a consistent knife cut to help food cook evenly? ● How do I follow the steps of a recipe to produce a quality and consistent product? ● What equipment, tools, and techniques am I using based on this recipe? How do I know that I am using them efficiently and safely? ● How does understanding the difference between measuring by volume and weight help me achieve accuracy in the kitchen? ● How can I be more aware of allergens in the food I'm cooking so that I can prevent crosscontamination?

Knowledge ● ● ● ● ● ● ●

Safety and sanitation Weights and measurements Culinary math (conversion factors) Parts of a recipe Difference between recipe and formula Knife id and skills ServeSafe Allergen - 9 major allergens

Skills (Framed as Learning Targets) ● ● ● ●

Key Vocabulary: mise-en-place, allergen, FATTOM, FDA,USDA, volume, weight, conversion factor, tang, bolster, julienne, mine, dicing,

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I can identify the 9 major allergens.

I can read or watch examples of improper safety sanitation and identify possible corrective action.

I can identify potential allergens as I am working (e.g., reading recipes, making products) and how to handle an allergic reaction.

I can identify the difference between a measure of volume vs weight.

I can properly utilize a dry vs wet measuring cup.

I can identify different recipe abbreviations and

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Culinary Essentials Unit 1 brunoise, chiffonade, parmentier, macedone, mirepoix

● ● ● ● ● ● ●

use the proper tools to measure.

I can identify the proper internal cooking temperatures for each food product.

I can maintain a clean and safe environment in accordance with servsafe standards ( e.g., cross contamination, different food hazards).

I can convert recipes to formulate desired yield.

I can identify components needed for a standardized recipe.

I can identify different knives and their intended purpose.

I can identify and execute various knife cuts for the appropriate application.

I can perform basic knife cuts to ensure consistency.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● ServeSafe Allergen certification: ○ Students walk through self paced course to earn industry credential ● 1:1 Teacher Observation: ○ Knife skills consistency evaluation ○ Creating and following recipes

● ● ● ●

Food hazards infographics Measurement equivalent posters Recipe conversion sheets Lab: knife skills

STAGE 3: LEARNING PLAN First Topic: Safety and Sanitation

Estimated # of Lessons: 5

Learning Targets: ● I can identify the 9 major allergens. ● I can read or watch examples of improper safety sanitation and identify possible corrective action. ● I can identify potential allergens as I am working (e.g., reading recipes, making products) and how to handle an allergic reaction. ● I can identify the proper internal cooking temperatures for each food product. ● I can maintain a clean and safe environment in accordance with servsafe standards ( e.g., cross contamination, different food hazards).

Essential Questions: ● How does my own personal hygiene prevent me from making someone sick? ● What safety and sanitation rules do I need to pay attention to while I practice and perform in this kitchen? ● How can I be more aware of allergens in the food I'm cooking so that I can prevent crosscontamination?

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Culinary Essentials Unit 1 Learning Activities: ● Safety hazards - guided notes on what they are and how to avoid or address them. ○ Use kahoot or some other quiz / game to demonstrate knowledge of safety hazards ○ Design a poster infographic to explain the difference in food hazards. This will be shared with the class and guidance for cooking throughout the semester ● Proper cooking temperatures - guided notes to encourage level of fluency ○ Measure through various games and worksheets ● Introduce big 9 allergens ● Clarify value of ServSafe course and help with account setup ● Students individually complete a self-paced Servsafe allergen video course to demonstrate allergen identification and allergy remediation Second Topic: Weights and Measurement

Estimated # of Lessons: 3

Learning Targets: ● I can identify the difference between a measure of volume vs weight. ● I can properly utilize a dry vs wet measuring cup.

Essential Questions: ● How does understanding the difference between measuring by volume and weight help me achieve accuracy in the kitchen?

Learning Activities: ● Measurement equivalents- guided worksheet on what measurements are equivalent to one another ○ Students then design an artistic interpretation of measurements (i.e. gallon man) ○ Followed by kahoot to demonstrate their knowledge ● Tool identification- presented with various tools and given a sheet to try and identify tools in front of them ○ Scavenger hunt of tools and equipment ● Value of mise en place when setting up for cooking a recipe ○ Define and demonstrate examples of what proper mise en place looks like in preparation for cooking Third Topic: Recipes and Culinary Math

Estimated # of Lessons: 3

Learning Targets: ● I can identify different recipe abbreviations and use the proper tools to measure. ● I can convert recipes to formulate desired yield. ● I can identify components needed for a standardized recipe.

Essential Questions: ● How do I follow the steps of a recipe to produce a quality and consistent product? ● What equipment, tools, and techniques am I using based on this recipe? How do I know that I am using them efficiently and safely?

Learning Activities: ● Culinary math practice – students complete guided worksheets demonstrating calculations used in professional kitchens ○ i.e. recipe conversions, cost per serving, and scaling formulas ● Recipe analysis – students review examples of well-written and poorly written recipes ○ They then identify clarity, accuracy of measurements, sequencing, and readability.

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Culinary Essentials Unit 1 ○ They annotate and discuss key differences as a class. ● Yield adjustment – students apply math concepts to adjust recipe yields for various production sizes, solving for new quantities and verifying that proportions and results remain accurate for service or batch cooking.

Fourth Topic: Knife Skills and Knife Identification

Estimated # of Lessons: 3

Learning Targets: ● I can identify different knives and their intended purpose. ● I can identify and execute various knife cuts for the appropriate application. ● I can perform basic knife cuts to ensure consistency.

Essential Questions: ● How do I execute a consistent knife cut to help food cook evenly?

Learning Activities: ● Practice making accurate and consistent knife cuts ○ Students will practice using a range of ingredients from easy to cut to more complicated (e.g., onions, carrots, potatoes) ● Demonstrate appropriate use of knife handling and technique through practice labs ○ Proper holding, cutting and walking with ● Identify types of knives based on reading and practice demonstrations ○ Differentiate between knife to complete appropriate tasks (i.e. chefs knife for onions, serrated from breads and cakes, paring for tomatoes, etc.)

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Culinary Essentials Unit 2

Course Name: Culinary Essentials Unit 2 Title: Cooking Techniques

Est. # of Lessons: 12-14

Unit Overview: Now that we have developed some of the basics skills, it's time to put them to use. In this unit, we develop essential cooking techniques through hands-on practice. We learn how to properly use different kitchen tools and equipment while mastering basic seasoning and flavoring. We also explore how dry-heat and moist-heat methods impact the color, flavor, and texture of food. Finally we are introduced to the key concept of carry-over cooking to ensure that a food item is accurately prepared.

STAGE 1: DESIRED RESULTS Established Goals ● 8.5.2: Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies. ● 8.5.3: Demonstrate knowledge of portion control and proper scaling and measurement techniques 8.5.4 Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of a variety of foods. ● 8.5.12: Demonstrate professional plating, garnishing, and food presentation techniques. ● 8.5.14: Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor.

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

● Cooking techniques fundamentally change food. ○ Dry cooking methods, like roasting, often create a golden-brown crust and a deeper flavor. ○ Moist cooking techniques, like steaming or poaching, tend to preserve the food's natural color and a more delicate flavor, but can cause some vitamins to leach into

● How does cooking technique affect the color, flavor, aroma, nutritive value and texture of the product? ● How do herbs and spices do more than just make food taste good? How can they tell a story about a culture or show off your own unique style? ● How does knowing how to use basic kitchen tools help me not only cook faster but also invent new and exciting dishes?

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Culinary Essentials Unit 2 the cooking liquid. ● Seasoning is the strategic use of herbs and spices to transform a dish and allow a cook to create dishes that reflect cultural influences or their own creativity. ● Mastering basic kitchen tools goes beyond efficiency; it expands a cook's creative possibilities. ● By understanding how different cooking methods fundamentally alter a food's molecular structure, cooks gain the ability to predict and control the outcome of a dish.

Knowledge ● ● ● ● ●

Basic seasoning and flavoring Dry vs. moist techniques Heat and its impact on color, flavor, texture Related tools and equipment Five ways cooking alters food

Key Vocabulary: sautee, broil, bake, roast, pan sear, boil, poach, braising, stewing, carry over cooking, stock pot, spatula, whisk, conduction, convection, concasse, Maillard browning

● How does understanding the science of heat transfer (conduction, convection) empower a chef to control the outcome of a dish, beyond simply following a recipe? ● What happens at the molecular level when you cook something with dry heat (like frying) versus moist heat (like boiling)? How does this change the way the food looks, tastes, and feels?

Skills (Framed as Learning Targets) ● I can identify and differentiate among individual herbs and spices. ● I can explain when to add dry vs fresh herbs and spices during the cooking process to maximize their flavor. ● I can explain how different seasonings and flavorings affect the overall flavor profile of a dish. ● I can demonstrate the proper application of dry vs moist cooking to achieve desired color, flavor, and texture. ● I can demonstrate the proper application of moist-heat techniques like boiling and poaching to achieve desired results. ● I can explain the concept of "carry-over cooking" and how it impacts the final doneness of food. ● I can identify and properly use essential cooking tools and equipment. ● I can explain the principles of heat transfer, specifically conduction and convection, as they apply to cooking. ● I can identify and explain the differences between various dry-heat cooking methods, including sautéing, broiling, baking, roasting, and pan-searing. ● I can identify and explain the differences between various moist-heat cooking methods, including boiling, poaching, braising, and stewing. ● I can analyze how selecting a dry-heat method versus a moist-heat method will

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Culinary Essentials Unit 2 specifically alter the final texture, color and flavor of an ingredient (e.g., crispy vs. tender).

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● 1:1 Teacher Observation: Evaluation based on sanitation, time management, preparedness, quality of end product, and team work. (See labs listed in formative assessment) ● Preparation for Design Challenge in Unit 4: Develop an entree with various cooking techniques.

● Labs: ○ ○ ○ ○ ○

Egg lab (fried vs poached) Pilaf vs risotto Arancini lab Pico (with concasse tomato) and chips Demo braised chicken

STAGE 3: LEARNING PLAN First Topic: Basic seasoning and flavoring

Estimated # of Lessons: 3

Learning Targets: ● I can identify and differentiate among individual herbs and spices. ● I can explain when to add dry vs fresh herbs and spices during the cooking process to maximize their flavor. ● I can explain how different seasonings and flavorings affect the overall flavor profile of a dish.

Essential Questions: ● How do herbs and spices do more than just make food taste good? How can they tell a story about a culture or show off your own unique style?

Learning Activities: ● Differentiate between spices based on only looks and smell ○ Spice recognition – students move through stations with unlabeled spices, using only sight and smell to tell them apart and record their guesses. ● Identifying various herbs and their application based on appearance ○ Herb identification and use – students look at fresh and dried herbs to identify them by appearance and match each herb to a common use in cooking.

Second Topic: Heat and its Impact on Color, Flavor, Texture

Estimated # of Lessons: 3

Learning Targets: ● I can demonstrate the proper application of dry vs moist cooking to achieve desired color, flavor, and texture. ● I can explain the concept of "carry-over cooking" and how it impacts the final

Essential Questions: ● How does cooking technique affect the color, flavor, aroma, nutritive value and texture of the product? ● How does understanding the science of heat transfer (conduction, convection) empower a

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Culinary Essentials Unit 2 doneness of food. ● I can explain the principles of heat transfer, specifically conduction and convection, as they apply to cooking. ● I can analyze how selecting a dry-heat method versus a moist-heat method will specifically alter the final texture, color and flavor of an ingredient (e.g., crispy vs. tender).

chef to control the outcome of a dish, beyond simply following a recipe? ● What happens at the molecular level when you cook something with dry heat (like frying) versus moist heat (like boiling)? How does this change the way the food looks, tastes, and feels?

Learning Activities: ● Cooking effects exploration – ○ Students complete guided notes and observe demonstrations to notice how different ways of cooking change the look, feel, and taste of food, building understanding of how method affects outcome.

Third Topic: Moist vs. Dry Cooking Techniques

Estimated # of Lessons: 8

Learning Targets: ● I can demonstrate the proper application of moist-heat techniques like boiling and poaching to achieve desired results. ● I can identify and properly use essential cooking tools and equipment. ● I can identify and explain the differences between various dry-heat cooking methods, including sautéing, broiling, baking, roasting, and pan-searing. ● I can identify and explain the differences between various moist-heat cooking methods, including boiling, poaching, braising, and stewing. ● I can analyze how selecting a dry-heat method versus a moist-heat method will specifically alter the final texture, color and flavor of an ingredient (e.g., crispy vs. tender).

Essential Questions: ● How does cooking technique affect the color, flavor, aroma, nutritive value and texture of the product? ● How does knowing how to use basic kitchen tools help me not only cook faster but also invent new and exciting dishes? ● What happens at the molecular level when you cook something with dry heat (like frying) versus moist heat (like boiling)? How does this change the way the food looks, tastes, and feels?

Learning Activities: ● Cooking techniques compari Venn diagram ○ Students draw a Venn diagram to compare and contrast dry, moist, and combination cooking methods, ■ Noting how each affects the final product’s outcome. ● Cooking labs – students prepare a variety of dish to analyze the effects of cooking on color, flavor texture.

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Culinary Essentials Unit 2 ○ ○ ○ ○ ○

Egg lab (poached vs fried) Pilaf vs risotto Arancini lab Pico (with concasse tomato) and chips Combination cooking techniques demon starting and analysis ■ Teacher will demonstrate and students will analyze a braised chicken process to identify how layering multiple cooking methods builds flavor and complexity in the finished dish

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Culinary Essentials Unit 3

Course Name: Culinary Essentials Unit 3 Title: Mother Sauces and Thickening Agents

Est. # of Lessons: 7

Unit Overview: We next focus on applying the fundamental cooking techniques from the first two units to develop mother sauces and thickening agents. We gain essential skills in preparing the five classical mother sauces — Béchamel, Velouté, Espagnole, Tomato, and Hollandaise — which will enable you to enhance dishes with expertly crafted flavors.

STAGE 1: DESIRED RESULTS Established Goals ● 8.5.6. Prepare various stocks, soups, and sauces using safe handling and professional preparation techniques.

Understandings ● While both flour and cornstarch can thicken a liquid, they produce different results. A cook's understanding of these differences allows them to choose the right agent for the job and troubleshoot a sauce that may be too thin or lumpy. ● The five mother sauces are like culinary building blocks; once you master them, you can create a huge variety of derivative sauces. ● Global cuisines often have their own foundational sauces that are adapted to create a vast range of regional dishes. ● Achieving technical mastery of a mother sauce gives a chef the skills to be creative by adapting the sauce to different

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners) Essential Questions ● Why do we use different thickening agents, like flour versus cornstarch? What are the results of these choices, and how does a cook's understanding of them help solve problems when a sauce doesn't turn out right? ● How are the five mother sauces fundamental to creating a number of other sauces? How does that apply to a range of global cuisines? ● In what ways does the technical mastery of preparing mother sauces open avenues for culinary creativity and adaptation to diverse ingredients and dietary considerations?

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Culinary Essentials Unit 3 ingredients, or to create entirely new preparations. ● Choosing a sauce is a deliberate act guided by how the sauce will enhance a dish's flavor, texture, and visual appeal. The sauce should be an integral part of the dish, not an afterthought.

Knowledge

Skills (Framed as Learning Targets)

● Five mother sauces ● Derivative and independent sauces ● Thickening agents and healthier alternatives ● Tools and equipment ● How to incorporate thickening agents into product ● Difference between roux and slurry Key Vocabulary: mother sauce, independent sauce, thickening agent, roux, slurry, bechamel, veloute, hollandaise, espagnole.

● I can differentiate between the primary liquid bases and thickening agents for each mother sauce. ● I can demonstrate the proper techniques for preparing Béchamel, Velouté, and Tomato sauces. ● I can identify at least one derivative (daughter) sauce from each of the five mother sauces. ● I can apply my understanding of mother sauces to appropriately select and use sauces to enhance various culinary dishes. ● I can identify and explain how different thickening agents (purees, starches, and flours) function to alter the consistency of sauces and soups. ● I can select and apply the most appropriate thickening agent to achieve a desired consistency in a given sauce or soup.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Make Mother Sauces: Develop mother sauces necessary for the production of food items. Evaluation based on sanitation, time management, preparedness, quality of end product, and team work. (See labs listed in formative assessment)

Labs: ● ● ● ●

Make a bechamel > mac and cheese Make veloute> chicken a la king/ pot pie Make tomato sauce Demonstrate hollandaise

NOTE: Minimal summative assessment emphasis in preparation for Unit 4’s design challenge STAGE 3: LEARNING PLAN

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Culinary Essentials Unit 3 First Topic: Thickening Agents

Estimated # of Lessons: 2

Learning Targets: ● I can identify and explain how different thickening agents (purees, starches, and flours) function to alter the consistency of sauces and soups. ● I can select and apply the most appropriate thickening agent to achieve a desired consistency in a given sauce or soup.

Essential Questions: ● Why do we use different thickening agents, like flour versus cornstarch? What are the results of these choices, and how does a cook's understanding of them help solve problems when a sauce doesn't turn out right?

Learning Activities: ● Roux flavor exploration ○ Students prepare sauces using different types of roux and compare how each one changes the flavor, color, and body of the finished sauce. ● Thickening methods comparison ○ Students examine and taste sauces thickened with a slurry and with a roux, identifying and describing differences in texture, appearance, and stability to distinguish each thickening Second Topic: Mother Sauces

Estimated # of Lessons: 5-6

Learning Targets: ● I can differentiate between the primary liquid bases and thickening agents for each mother sauce. ● I can demonstrate the proper techniques for preparing Béchamel, Velouté, and Tomato sauces. ● I can identify at least one derivative (daughter) sauce from each of the five mother sauces. ● I can apply my understanding of mother sauces to appropriately select and use sauces to enhance various culinary dishes.

Essential Questions: ● How are the five mother sauces fundamental to creating a number of other sauces? How does that apply to a range of global cuisines? ● In what ways does the technical mastery of preparing mother sauces open avenues for culinary creativity and adaptation to diverse ingredients and dietary considerations?

Learning Activities: ● Mother sauce infographic ○ Students will be given guided notes to complete the asked to design an infographic that identifies each mother sauce, ■ clearly labeling the base liquid and thickening agent for each ● Mother sauce preparation and derivatives – ○ Teacher will demonstrate each mother sauce then students prepare selected mother sauces (such as béchamel and velouté) to learn fundamental preparation, then use them to create simple derivatives like a flavored cheese sauce, chicken pot pie filling, or cream of chicken soup.

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Culinary Essentials Unit 4

Course Name: Culinary Essentials Unit 4 Title: Design Challenge

Est. # of Lessons: 8

Unit Overview: Get ready to create something truly impressive! This final unit is a chance to showcase your culinary skills by designing and cooking a complete plated entree that includes a protein, starch, vegetable, and a homemade sauce. Use at least three different cooking techniques and demonstrate excellent knife skills.

Throughout the process, maintain professional kitchen safety and sanitation expectations.

STAGE 1: DESIRED RESULTS Established Goals ● 8.2.5: Practice standard personal hygiene and wellness procedures. ● 8.2.6: Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods. ● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.3.3: Demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware, and utensils to meet industry standards and OSHA requirements. ● 8.3.5: Demonstrate procedures for safe and secure storage of equipment and tools. ● 8.3.6: Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving. ● 8.5.6: Prepare various stocks, soups, and sauces using safe handling and professional preparation techniques. ● 8.5.2: Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies. ● 8.5.3: Demonstrate knowledge of portion control and proper scaling and measurement techniques 8.5.4 Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling,

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

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Culinary Essentials Unit 4 reheating, and holding of a variety of foods. ● 8.5.12: Demonstrate professional plating, garnishing, and food presentation techniques. ● 8.5.14: Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor.

Understandings

Essential Questions

● A truly great dish is more than just a collection of ingredients. By combining different cooking methods, a cook creates layers of flavor and texture that make the final plate more interesting. ● Creating a well-balanced dish requires consideration of how the flavors of the protein, starch, vegetables, and sauce will interact. The goal is to make sure every element on the plate works together to create a harmonious and satisfying meal. ● Making a great dish brings together everything from precise knife work and an understanding of how ingredients change when they cook to the mastery of sauces and thickening agents.

● How do I create layers of flavor and texture in a single dish by using different cooking methods? ● When building a dish, how do I research and imagine how the flavors of given recipes complement each other? ● When creating a dish, how do I develop the flavors of the protein, vegetables, and sauce all complement each other? ● How do my cooking skills by preparing a single dish showcase my growth in knife cuts, cooking methods, and a finished sauce?

Knowledge

Skills (Framed as Learning Targets)

● Balanced meal - nutritionally and visually ● Categories of a requisition sheet and how to complete accurately for ordering Key Vocabulary: mise en place, protein, starch, balances, esthetic

● I can research recipes to create a well balanced entree. ● I can create a complete entree while ensuring all components are cooked to the proper doneness. ● I can work in a team to ensure the entree is complete in a timely manner. ● I can complete an order form to list accurate ingredients with their related quantities needed for my recipes.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● Design Challenge: Final to include (plated entree including 3 cooking techniques, knife skills, starch, protein, vegetables,

Formative Assessment ●

Series of checkpoints to guide their design challenge: ○ Recipe submissions

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Culinary Essentials Unit 4 ○ Order form ○ Plan of work ○ Demonstration

sauce)

STAGE 3: LEARNING PLAN First Topic: Recipe Research, Design and Requisition

Estimated # of Lessons: 3

Learning Targets: ● I can research recipes to create a well balanced entree. ● I can complete an order form to reflect ingredients needed for my recipes.

Essential Questions: ● How do I create layers of flavor and texture in a single dish by using different cooking methods? ● When building a dish, how do I research and imagine how the flavors of given recipes complement each other?

Learning Activities: ● Research recipes to design a well balanced entree ○ Teacher will demonstrate how to find a reliable recipe prior to students completing their research for complete entree ● Create a requisition sheet to reflect ingredients to make entree.

Second Topic: Practical Implementation

Estimated # of Lessons: 5

Learning Targets: ● I can create a complete entree while ensuring all components are cooked to the proper doneness. ● I can work in a team to ensure the entree is complete in a timely manner.

Essential Questions: ● How do I create layers of flavor and texture in a single dish by using different cooking methods? ● When creating a dish, how do I develop the flavors of the protein, vegetables, and sauce all complement each other? ● How do my cooking skills by preparing a single dish showcase my growth in knife cuts, cooking methods, and a finished sauce?

Learning Activities: ● Work plan development – ○ students create a written plan of work for a selected menu item, outlining tasks, sequencing, and timing, then use it to track their progress during a practical lab. ● Culminating entree lab ○ students prepare and plate an entree that showcases key skills learned throughout the course, with attention to timing, flavor, doneness, and presentation.

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Bake Shop BAKE SHOP COURSE # 643 0.5 credit (FVA, STEM) Want to learn how to bake like a professional? From mastering classic recipes to understanding the science behind your ingredients, let’s build a strong foundation for a career in baking or simply for your personal passion. The course concludes with a design challenge to create and plate a unique dessert from scratch.

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Principles of Baking

FOUNDATIONS: Principles of Baking Want to learn how to bake like a professional?

From mastering classic recipes to understanding the science behind your ingredients, let’s build a strong foundation for a career in baking or simply for your personal passion. The course concludes with a design challenge to create and plate a unique dessert from scratch.

Unit 1: Basics 15 days

Unit 2: Mixing Methods 25 days

Unit 3: Design Challenge 5 days

Ready to go beyond recipes and learn the science of baking? This first unit focuses on the essential skills and science behind every perfect treat. We learn crucial safety and sanitation practices and baking math for consistent results. We then explore the science of ingredients like flour, sugar, and eggs, showing you how they affect a product's texture and flavor. Through hands-on, edible experiments, we see first hand how to get great results every time, building foundational knowledge to bake with confidence.

Now that we have unlocked the secrets of baking science, it's time to put that knowledge into action. In this unit, we learn how to use the proper baking tools and equipment to create a variety of classic treats. We prepare cookies, cakes, breads, and pies, with each recipe teaching you how a specific mixing technique affects the final texture and quality.

Through hands-on practice, we gain the skills to confidently choose the right mixing method for any baked good you want to create.

Now that we've practiced classic bakes, we head into the Design Challenge where we get to create and plate our own unique dessert.

The final project asks us to create a main baked item, a decorative garnish, and a complementary sauce. It's all about using our skills to make something totally creative and delicious.

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Principles of Baking Unit 1 Course Name: Principles of Baking Unit 1 Title: Basics

Est. # of Lessons: 15

Unit Overview: Ready to go beyond recipes and learn the science of baking? This first unit focuses on the essential skills and science behind every perfect treat. We learn crucial safety and sanitation practices and baking math for consistent results. We then explore the science of ingredients like flour, sugar, and eggs, showing you how they affect a product's texture and flavor. Through hands-on, edible experiments, we see first hand how to get great results every time, building foundational knowledge to bake with confidence.

STAGE 1: DESIRED RESULTS Established Goals ● 8.2.5: Practice standard personal hygiene and wellness procedures. ● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.3.2: Maintain tools and equipment following safety procedures and OSHA requirements. ● 8.3.3: Demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware, and utensils to meet industry standards and OSHA requirements. ● 8.3.5: Demonstrate procedures for safe and secure storage of equipment and tools. ● 8.3.6: Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving. ● 9.2.1: Analyze factors that contribute to food borne illness.

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners);

Understandings

Essential Questions

● By following rules for food handling, personal hygiene, and proper storage, bakers ensure that their ingredients and finished products are safe for everyone to eat. ● Each ingredient plays a distinct chemical role in the baking process. ● By understanding the unique properties of different flours, fats, and leavening agents, a baker can master a product's texture, flavor, and structure.

● How can a baker prevent foodborne illness and allergens by applying proper hygiene, handling, and storage practices in the kitchen? ● How do accurate measurements and an understanding of ingredients lead to a baked good that looks and tastes exactly the way you want it to? ● How does the chemical makeup of different flours, fats, and leavening agents influence

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Principles of Baking Unit 1 ● A baker's mastery of key principles—from food handling and hygiene to the mathematics of recipes—is essential for creating safe and consistent products.

the texture and flavor of a final baked good?

Knowledge

Skills (Framed as Learning Targets)

● Safety and sanitation topics: food handling, food storage, allergens, food hazards, cleaning and personal hygiene ● Bake shop math: recipes, conversion, yields, baker’s percentage ● Bake shop ingredients: different flours and gluten content, different fats and their characteristics, different sweeteners and their characteristics, different leavening agents and their uses

● I can identify the 9 major allergens. ● I can read or watch examples of improper safety sanitation and identify possible corrective action. ● I can identify potential allergens as I am working (e.g., reading recipes, making products) and how to handle an allergic reaction. ● I can identify the difference between a measure of volume vs weight. ● I can understand recipe abbreviations and accurately measure using the right tool according to the ingredients listed. ● I can solve for new recipe yields by identifying the conversion factor. ● I can solve for ingredient percentages based on bakers formula. ● I can identify baking ingredients and what they contribute to a baked good.

Key Vocabulary: conversion factor, yield, leaving, allergen, food hazard, gluten, bakers percentage, mise en place

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● The Task: Mini-Lesson & Visual Guide ○ Design a 5-minute mini-lesson on an assigned safety topic (Allergens, Hygiene, Cross-Contamination, or Temperature Danger Zone). ○ Create a set of "Guided Notes" for classmates to fill out during the presentation. ○ Demonstrate a practical "Safety Skill" related to the topic (e.g., proper handwashing or using a probe thermometer).

● Recipe conversion sheets ● Labs: ○ Gluten ball experiment ○ Fats cookie lab ○ Sweetenter cookie lab

STAGE 3: LEARNING PLAN First Topic: Safety and Sanitation

Estimated # of Lessons: 5

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Principles of Baking Unit 1 Learning Targets: ● I can identify the 9 major allergens. ● I can read or watch examples of improper safety sanitation and identify possible corrective action. ● I can identify potential allergens as I am working (e.g., reading recipes, making products) and how to handle an allergic reaction.

Essential Questions: ● How can a baker prevent foodborne illness and allergens by applying proper hygiene, handling, and storage practices in the kitchen?

Learning Activities: ● Food allergen infographic ○ Students will be given guided notes for food allergens then use the information to design an infographic based on the Big 9 allergens. ● Food Labs ○ Students will utilize guided notes given in class to complete various labs that analyze ingredients and their effects on final products.

Second Topic: Bake Shop Math

Estimated # of Lessons: 3

Learning Targets: ● I can identify the difference between a measure of volume vs weight. ● I can understand recipe abbreviations and accurately measure using the right tool according to the ingredients listed. ● I can solve for new recipe yields by identifying the conversion factor. ● I can solve for ingredient percentages based on bakers formula.

Essential Questions: ● How do accurate measurements and an understanding of ingredients lead to a baked good that looks and tastes exactly the way you want it to?

Learning Activities: ● Bake shop math: Guided notes using real-world recipes to master scaling and ingredient calculations. ○ Recipe Conversions – Practice sheets focused on increasing and decreasing yields for professional production. ○ Precision Games – Use Kahoot or similar digital tools to race through common culinary math conversions. ○ The "Scale vs. Volume" Lab – Hands-on stations to practice the difference between weighing ingredients and measuring by cup/spoon. ○ Yield Mapping – Worksheets designed to calculate waste and edible portions (AP/EP) to ensure cost accuracy.

Third Topic: Bake Shop Ingredients

Estimated # of Lessons: 7

Learning Targets: ● I can identify baking ingredients and what they contribute to a baked good.

Essential Questions: ● How does the chemical makeup of different flours, fats, and leavening agents influence the texture and flavor of a final baked good?

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Principles of Baking Unit 1 Learning Activities: ● Ingredient impact overview – ○ Students use teacher-guided notes and short articles to learn how different ingredients affect baked goods, then discuss how flours, fats, and sweeteners change structure, texture, and flavor. ● Gluten ball experiment ○ Students complete a gluten ball activity to see how gluten development changes the chew and structure of baked products. ● Fats cookie lab ○ Students run a cookie lab that changes the type or amount of fat and compare how each batch bakes, spreads, and tastes. ● Sweetener cookie lab ○ Students run a cookie lab that changes sweeteners and note differences in browning, texture, and sweetness.

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Principles of Baking Unit 2 Course Name: Principles of Baking Unit 2 Title: Mixing Methods

Est. # of Lessons: 25

Unit Overview: Now that we have unlocked the secrets of baking science, it's time to put that knowledge into action. In this unit, we learn how to use the proper baking tools and equipment to create a variety of classic treats. We prepare cookies, cakes, breads, and pies, with each recipe teaching you how a specific mixing technique affects the final texture and quality. Through hands-on practice, we gain the skills to confidently choose the right mixing method for any baked good you want to create.

STAGE 1: DESIRED RESULTS Established Goals ● 8.5.10: Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. ● 9.3.5: Analyze recipe/formula proportions and modifications for food production.

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings

Essential Questions

● Each ingredient plays a distinct chemical role in the baking process. ● By understanding the unique properties of different flours, fats, and leavening agents, a baker can master a product's texture, flavor, and structure. ● A baker's mastery of key principles—from food handling and hygiene to the mathematics of recipes—is essential for creating safe and consistent products.

● How do accurate measurements and an understanding of ingredients lead to a baked good that looks and tastes exactly the way you want it to? ● How does the chemical makeup of different flours, fats, and leavening agents influence the texture and flavor of a final baked good? ● When a recipe doesn't turn out right, how can I figure out what went wrong and fix it?

Knowledge

Skills (Framed as Learning Targets)

304

Principles of Baking Unit 2 ● Key baking tools and equipment (e.g., different attachments for a mixer) ● General mixing methods: creaming method, biscuit method, blending ● Methods of making cakes ● Methods of making buttercreams or frosting ● Methods of making pie fillings and pie crusts ● Methods of making breads and cookies ● Methods of making cookies Key Vocabulary: sponge, chiffon, genoise, creaming, blending, folding, cutting in, whipping

● I can identify and demonstrate various mixing methods (e.g., creaming, blending, biscuit, sponge) ● I can prepare a cake and a variety of buttercreams using the correct mixing methods and baking techniques. ● I can create different types of cookies by applying various mixing methods and baking techniques. ● I can make a simple bread based on my understanding of the function of each ingredient. ● I can prepare a pie crust and a filling, demonstrating proper technique for both.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● 1:1 Teacher Observation: ○ Lab evaluation based on sanitation, time management, preparedness, quality of end product, and team work. ● Preparation for Design Challenge in Unit 3: ○ Develop a plated dessert with various techniques.

● Mixing methods comparison ● Labs: ○ Cookie lab (chocolate chip, rolled and iced, biscotti) ○ Pie lab (holiday or apple and blueberry) ○ Breads (soft rolls and brioche) ○ Cakes (chocolate cake and chiffon genoise) ■ butter creams and decorating

STAGE 3: LEARNING PLAN First Topic: General Mixing Methods and Applications

Estimated # of Lessons: 25

Learning Targets: ● I can identify and demonstrate various mixing methods (e.g., creaming, blending, biscuit, sponge) ● I can prepare a cake and a variety of buttercreams using the correct mixing methods and baking techniques. ● I can create different types of cookies by applying various mixing methods and baking techniques. ● I can make a simple bread based on my understanding of the function of each ingredient. ● I can prepare a pie crust and a filling, demonstrating proper technique for both.

Essential Questions: ● How do accurate measurements and an understanding of ingredients lead to a baked good that looks and tastes exactly the way you want it to? ● How does the chemical makeup of different flours, fats, and leavening agents influence the texture and flavor of a final baked good? ● When a recipe doesn't turn out right, how can I figure out what went wrong and fix it?

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Principles of Baking Unit 2 Learning Activities: ● Mixing methods comparison ● Explore mixing methods through guided notes and teacher demonstrations, noticing how each approach creates different textures and structures in baked goods. ● Cookie labs: ● Students mix and bake chocolate chip, rolled/iced, and biscotti cookies, recording how methods affect spread, shape, and crumb. ● Pie lab has ● Prepare holiday, apple, or blueberry pies to see mixing's impact on crust tenderness and filling texture. ● Bread labs ● Focus on soft rolls and brioche, where students observe how mixing, kneading, and proofing build volume and softness. ● Cake and buttercream labs ● Chocolate cake, chiffon genoise, icings, and basic decorating to connect mixing to structure and finish.

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Principles of Baking Unit 3 Course Name: Principles of Baking Unit 3 Title: Design Challenge

Est. # of Lessons: 5

Unit Overview: Now that we've practiced classic bakes, we head into the Design Challenge where we get to create and plate our own unique dessert. The final project asks us to create a main baked item, a decorative garnish, and a complementary sauce. It's all about using our skills to make something totally creative and delicious.

STAGE 1: DESIRED RESULTS Established Goals ● 8.4.7: Apply principles of measurement, portion control, conversions, food cost analysis and control, menu terminology, and menu pricing to menu planning. ● 8.5.10: Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. ● 8.5.12: Demonstrate professional plating, garnishing, and food presentation techniques. ● 9.3.5: Analyze recipe/formula proportions and modifications for food production.

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); and ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

● Each ingredient plays a distinct chemical role in the baking process. ● By understanding the unique properties of

● How do accurate measurements and an understanding of ingredients lead to a baked good that looks and tastes exactly the way

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Principles of Baking Unit 3 different flours, fats, and leavening agents, a baker can master a product's texture, flavor, and structure. ● A baker's mastery of key principles—from food handling and hygiene to the mathematics of recipes—is essential for creating safe and consistent products. ● Bakers use techniques like arranging the main component with sauces and garnishes to balance color, height, and texture to enhance the overall dessert presentation.

Knowledge

you want it to? ● How does the chemical makeup of different flours, fats, and leavening agents influence the texture and flavor of a final baked good? ● When a recipe doesn't turn out right, how can I figure out what went wrong and fix it? ● How can we use color, height, and texture to turn a dessert into a work of art?

Skills (Framed as Learning Targets)

● Plated dessert components: main component, garnish, and sauce Key Vocabulary: garnish, sauce

● I can research recipes to propose a plated dessert with complementary flavors. ● I can complete an order form to list accurate ingredients with their related quantities needed for my recipes. ● I can create a plated dessert that demonstrates application of the appropriate mixing methods and baking techniques. ● I can assemble the dessert components to showcase complementary flavors and are appealing to the eye. ● I can work with a partner to ensure a quality dessert that is completed in a timely manner.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Final Design Challenge to include: main dessert component, complementary sauce, garnish. ○ Grading basing on: ■ Sanitation ■ Teamwork ■ Flavors ■ Creativity and eye appeal

● Checkpoints to ensure students are on track: ○ Plated dessert concept ○ Requisition/ ordering forms ○ Production of dessert ○ Plating for dessert

STAGE 3: LEARNING PLAN First Topic: Design Challenge

Estimated # of Lessons: 5

Learning Targets: ● I can research recipes to propose a plated dessert with complementary flavors. ● I can complete an order form to list accurate ingredients with their related

Essential Questions: ● How do accurate measurements and an understanding of ingredients lead to a baked good that looks and tastes exactly the way you want it to?

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Principles of Baking Unit 3 quantities needed for my recipes. ● I can create a plated dessert that demonstrates application of the appropriate mixing methods and baking techniques. ● I can assemble the dessert components to showcase complementary flavors and are appealing to the eye. ● I can work with a partner to ensure a quality dessert that is completed in a timely manner.

● ●

When a recipe doesn't turn out right, how can I figure out what went wrong and fix it?

How can we use color, height, and texture to turn a dessert into a work of art?

Learning Activities: ● Concept Development ○ Sketch plated dessert ideas and plan components that balance flavor, texture, and visual appeal to prepare for professional production. ● Requisition Practice ○ Complete ordering forms accurately to gather precise ingredient quantities for their planned dessert. ● Dessert Production ○ Execute recipes with focus on precise technique, timing, and quality control during handson labs. ● Plating Techniques ○ Practice clean presentation skills, including sauce application, garnishing, and final dish composition for technical excellence.

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Baking for Enterprise

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Baking for Enterprise

FOUNDATIONS: Baking for Enterprise Want to learn how to bake delicious things like cookies, brownies, and muffins?

In this fun, hands-on cooking class, we learn all the important rules for working in a kitchen, like how to measure carefully so your recipes turn out perfectly every time. Plus, we practice customer service skills, like serving food to people with a smile and counting money. This class is all about getting ready for a job in the food world someday.

Unit 1: The Basics 6-8 days

Let's get ready to cook! In this first unit, we will practice the basic skills we need to start cooking with confidence and have a lot of fun in the kitchen! ● Be Kitchen Smart: We practice all the good habits for cooking safely, including the important rules for staying safe and keeping our kitchen clean. ● Meet the Tools: We get to know all the cool tools and equipment we will use to cook and learn how to use them the right way.

Unit 2: Baking Basics 10-15 days

Now that we know how to be safe in the kitchen, it's time for the fun part: baking! This unit is all about making baking easy and fun while teaching you the important principles behind it. ● Measuring 101: We practice measuring ingredients and following recipes stepby-step. ● Use the Tools: We get to use all the tools we learned about to make simple and tasty baked goods.

By the end, you'll have the skills to mix, bake, and enjoy all sorts of goodies with confidence.

Unit 3: Customer Service 15-20 days

Now that we've baked all those tasty treats, it's time to learn how to share them with our customers! We practice our service skills: ● In the Kitchen: We practice how to be friendly and polite when we work with people. ● With Customers: We practice taking orders the right way, serving food with a smile, safely clearing tables, and how to handle payments correctly.

By the end, you'll feel confident and ready to make everyone smile!

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Baking for Enterprise Unit 1

Course Name: Baking For Enterprise Unit 1 Title: The Basics

Est. # of Lessons: 6-8

Unit Overview: Let's get ready to cook! In this first unit, we will practice the basic skills we need to start cooking with confidence and have a lot of fun in the kitchen! ● Be Kitchen Smart: We practice all the good habits for cooking safely, including the important rules for staying safe and keeping our kitchen clean. ● Meet the Tools: We get to know all the cool tools and equipment we will use to cook and learn how to use them the right way.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.2.5: Practice standard personal hygiene and wellness procedures. ● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.2.8: Analyze current types of cleaning and sanitizing materials for proper use. ● 8.3.1: Operate tools and equipment following safety procedures and OSHA requirements. ● 8.3.3: Demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware, and utensils to meet industry standards and OSHA requirements. ● 8.3.5: Demonstrate procedures for safe and secure storage of equipment and tools. ● 8.3.6: Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners)

Understandings

Essential Questions

● Following kitchen safety and hygiene protocols is a matter of personal responsibility that protects both you and the people you're cooking for. ● Using the right tool is a fundamental rule for both convenience and for staying safe in the kitchen.

● How do my habits and actions in the kitchen keep me and my classmates safe? ● What is the right tool for the job? How am I using it safely while following directions? ● How can we make sure our food is safe and enjoyable for everyone to eat?

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Baking for Enterprise Unit 1 ● Safety and cleanliness are a team effort. A clean kitchen is the result of properly cleaning and storing all tools and equipment, which makes the space safe for the next person who uses it.

Knowledge

Skills (Framed as Learning Targets)

● Basic safety and sanitation: physical, chemical, and biological hazards ● Kitchen hazards: spills, appropriate placement, protection from injury ● Personal hygiene: germs, handwashing, hair ● Commercial equipment: oven, range ● Basic kitchen tool identification and storage Key Vocabulary: sanitation, safety, hygiene, crosscontamination, hand washing, hazard, burn, cut, spill, utensil, appliance, knife, cutting board, peeler, spatula, whisk, oven mitt, blender

● I can explain how to keep food safe to prevent foodborne illnesses. ● I can demonstrate proper personal hygiene rules (e.g., hand washing, hair tied back, clean clothes). ● I can recognize hazards and explain how to prevent them in the kitchen. ● I can recognize hazards while I am in the kitchen and take action to prevent them. ● I can identify and name kitchen tools. ● I can explain how to use tools and equipment safely. ● I can clean and properly store tools after using them.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Cleaning Lab: a demonstration of cleaning a work station ● Visual/Hands-On Quiz: safety and sanitation

● Safe or Unsafe Sorting Activity ● Tool Identification and Matching

STAGE 3: LEARNING PLAN First Topic: Basic Safety and Sanitation

Estimated # of Lessons: 3-4

Learning Targets: ● I can explain how to keep food safe to prevent foodborne illnesses. ● I can demonstrate proper personal hygiene rules (e.g., hand washing, hair tied back, clean clothes). ● I can recognize hazards and explain how to prevent them in the kitchen.

Essential Questions: ● How do my habits and actions in the kitchen keep me and my classmates safe?

Learning Activities: ● Handwashing with Visual Checklist ○ Students follow picture-based steps for proper handwashing using soap, water, and a 20-

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Baking for Enterprise Unit 1 second timer or song. ○ Reinforce with laminated checklists or Velcro boards. ● "Safe or Unsafe?" Picture Sorting ○ Students sort visual cards showing safe vs. unsafe kitchen behaviors (e.g., using oven mitts vs. touching hot pan). ○ Ideal for pocket charts or table work ● Germ Spread Demonstration ○ Use glitter or Glo Germ on hands to show how germs spread and how handwashing removes them. ○ Follow up with discussion and cleanup practice.

Second Topic: Kitchen Equipment

Estimated # of Lessons: 3-4

Learning Targets: ● I can demonstrate proper personal hygiene rules (e.g., hand washing, hair tied back, clean clothes). ● I can recognize hazards while I am in the kitchen and take action to prevent them. ● I can identify and name kitchen tools. ● I can explain how to use tools and equipment safely. ● I can clean and properly store tools after using them.

Essential Questions: ● How do my habits and actions in the kitchen keep me and my classmates safe? ● What is the right tool for the job? How am I using it safely while following directions? ● How can we make sure our food is safe and enjoyable for everyone to eat?

Learning Activities: ● Tool Matching with Real Items ○ Students match real kitchen tools to labeled picture cards or name tags (e.g., whisk, spatula, peeler). ○ Builds vocabulary and tool recognition. ● Hands-On Equipment Practice Stations ○ Rotate through stations to safely try using tools (e.g., peel carrots, stir batter, cut with a butter knife). ○ Use step-by-step visual instructions. ● Kitchen Scavenger Hunt ○ Students use a picture checklist to find and identify tools in the classroom kitchen. ○ Encourages exploration and independence.

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Baking for Enterprise Unit 2

Course Name: Baking For Enterprise Unit 2 Title: Baking Basics

Est. # of Lessons: 10-15

Unit Overview: Now that we know how to be safe in the kitchen, it's time for the fun part: baking! This unit is all about making baking easy and fun while teaching you the important principles behind it. ● Measuring 101: We practice measuring ingredients and following recipes step-by-step. ● Use the Tools: We get to use all the tools we learned about to make simple and tasty baked goods.

By the end, you'll have the skills to mix, bake, and enjoy all sorts of goodies with confidence.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.3.6: Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving ● 8.4.7: Apply principles of measurement, portion control, conversions, food cost analysis and control, menu terminology, and menu pricing to menu planning. ● 8.5.10: Prepare breads, baked goods and desserts using safe handling and professional preparation techniques.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings ● Baking relies on precise measurements and proportions to ensure the correct chemical reactions, texture, and taste. ● A recipe is more than a list of ingredients.

It's a series of instructions designed to produce a specific outcome, and understanding each step's purpose helps ensure success. ● Proper storage extends the life of a baked good. Using the correct container and

Essential Questions ● How do I read a recipe to identify and measure my ingredients before I start baking? ● What are the steps of the recipe? How do I stay organized as I bake? ● When a recipe doesn't turn out right, how can I figure out what went wrong and fix it? ● How am I storing our finished treats to keep them fresh and delicious for longer?

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Baking for Enterprise Unit 2 method of storage slows down the staling process and maintains the baked good's texture, flavor, and freshness.

Knowledge ● ● ● ●

Skills (Framed as Learning Targets)

Measuring accuracy Basic ingredient identification Following and reading a recipe Developing basic baked goods ○ Mixing methods ○ Tools ○ Portion control

Key Vocabulary: measure, ingredient, cup, tablespoon (Tbsp), teaspoon (tsp), level, liquid, dry, and overflow.

● I can choose the correct measuring tools for dry and liquid ingredients. ● I can measure ingredients carefully and accurately using cups and spoons. ● I can gather the ingredients I need listed in a recipe. ● I can follow the steps in the recipe in the correct order. ● I can use pictures and words in a recipe to help me cook safely and successfully. ● I can make simple baked goods (e.g., cookies, muffins, or biscuits). ● I can identify the correct mixing method and use the correct tools ● I can accurately portion baked goods to maintain uniformity. ● I can store baked goods in the proper containers or packaging.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Lab Demonstration: ○ Demonstrate measuring ingredients using the correct tools and techniques. ○ Read and follow a simple, visual recipe to create a basic baked good

● Measure it Right: colored scoops to find the right size for the right food. ● Too Much, Too little, Just right Practice proper utilization of measuring tools ● Recipe Measure Challenge: Using pictures students try and appropriately measure a recipe.

STAGE 3: LEARNING PLAN First Topic: Measuring Accuracy

Estimated # of Lessons: 4-6

Learning Targets: ● I can choose the correct measuring tools for dry and liquid ingredients. ● I can measure ingredients carefully and accurately using cups and spoons.

Essential Questions: ● How do I read a recipe to identify and measure my ingredients before I start baking?

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Baking for Enterprise Unit 2 Learning Activities: ● Measure It Right! – Dry vs. Liquid Practice ○ Students practice measuring dry ingredients (e.g., flour, sugar) and liquid ingredients (e.g., water, oil) using the correct tools. ○ Use color-coded measuring cups and spoons with visual guides to support understanding. ○ Scoop and match ● Too Much, Too Little, Just Right ○ Show students three samples of the same ingredient (e.g., overfilled, underfilled, correctly measured). ○ Have students identify which one is “just right” and explain or point to why. ● Recipe Measuring Challenge ○ Students follow a simple picture recipe (like trail mix or no-bake cookies) and focus only on the measuring steps. ○ Use a checklist to track whether each measurement was done correctly and with the right tool. ○ Recipe matching Second Topic: Following and Reading a Recipe

Estimated # of Lessons: 3-5

Learning Targets: ● I can gather the ingredients I need listed in a recipe. ● I can follow the steps in the recipe in the correct order. ● I can use pictures and words in a recipe to help me cook safely and successfully.

Essential Questions: ● What are the steps of the recipe? How do I stay organized as I bake?

Learning Activities: ● Recipe Step Ordering ○ Students arrange recipe steps (with pictures and words) in the correct order. ○ Discuss why following the right order is important for cooking success. ● Ingredient and Tool Match-Up ○ Students match ingredient and tool cards to pictures or words from a recipe. ○ Reinforce vocabulary and identify what is needed before cooking. ● Guided Cooking with Visual Recipe Cards ○ Students follow picture-based recipe cards step-by-step to make a simple dish. ○ Use checklists or prompts to support students in completing each step safely.

Third Topic: Developing Basic Baked Goods

Estimated # of Lessons: 5-7

Learning Targets: ● I can make simple baked goods (e.g., cookies, muffins, or biscuits). ● I can identify the correct mixing method and use the correct tools ● I can accurately portion baked goods to

Essential Questions: ● How do I read a recipe to identify and measure my ingredients before I start baking? ● What are the steps of the recipe? How do I stay organized as I bake? ● When a recipe doesn't turn out right, how

317

Baking for Enterprise Unit 2 maintain uniformity. ● I can store baked goods in the proper containers or packaging.

●

can I figure out what went wrong and fix it?

How am I storing our finished treats to keep them fresh and delicious for longer?

Learning Activities: ● Bake and Build – Follow a Simple Recipe ○ Students follow a picture-based recipe to make a basic baked good like cookies, muffins, or biscuits. ○ Use a step-by-step visual guide to help with mixing, scooping, and baking. ● Baking Stations Practice ○ Set up rotating stations for measuring, mixing, scooping dough, and using baking tools with support. ○ Students practice each step of the baking process in small groups or with a partner. ● Bake and Clean Challenge ○ After baking, students use a checklist or picture guide to clean their station (wipe counters, wash tools, put items away). ○ Reinforce safe handling of hot tools and respectful teamwork during cleanup.

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Baking for Enterprise Unit 3

Course Name: Baking For Enterprise Unit 3 Title: Customer Service

Est. # of Lessons: 15-20

Unit Overview: Now that we've baked all those tasty treats, it's time to learn how to share them with our customers! We practice our service skills: ● In the Kitchen: We practice how to be friendly and polite when we work with people. ● With Customers: We practice taking orders the right way, serving food with a smile, safely clearing tables, and how to handle payments correctly.

By the end, you'll feel confident and ready to make everyone smile!

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.7: Demonstrate the concept of internal and external customer service ● 8.7.1: Analyze the role of quality service as a strategic component of exceptional performance. ● 8.7.2: Demonstrate quality service techniques and procedures that meet industry standards in the food service industry. ● 8.7.3: Analyze the relationship between employee attitude and skills and customer satisfaction. ● 8.7.4: Apply procedures for addressing and resolving complaints. ● 8.7.5: Demonstrate sensitivity to diversity and special needs

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); and

Understandings

Essential Questions

● First impressions matter. The way a customer is greeted and seated sets the tone for their entire dining experience. ● Every step of service contributes to the final impression. Actions like carefully clearing a table or professionally handling a

● How can we make every customer feel welcome and well-cared-for from the moment they walk in? ● What are the key steps to providing great service, from greeting the customer to a final

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Baking for Enterprise Unit 3 transaction are as important as the food itself in shaping a customer's perception of quality. ● Accurately handling payments and politely returning change or a receipt builds trust and leaves a lasting, positive impression.

"Thank you"? ● How do we respond when a customer isn't happy with their order or experience?

Knowledge

Skills (Framed as Learning Targets)

● Greeting customers ● Serving customers ● Money exchange for payments Key Vocabulary: hello, welcome, smile, friendly, positive attitude, order, food, drink, careful, polite, table, money, pay, bill, change, count, correct, please, thank you, you’re welcome

● I can smile and make eye contact (or look towards the customer's face or in their direction). ● I can say "Hello" or "Welcome" in a friendly voice. ● I can show customers where to sit at a table. ● I can take a customer's order correctly. ● I can identify the customer’s order with the food and drinks to ensure the accuracy. ● I can serve food and drinks in a safe and respectful manner. ● I can clean up dishes from the table in a safe and respectful manner. ● I can identify ways to make things better when a customer is not satisfied. ● I can accurately click the items to produce an accurate bill. ● I can recognize and name different types of payment (e.g., paper money, credit card). ● I can collect payment and interact with the customer to find out about their experience. ● I can provide customers with their change or receipt and say "Thank you."

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● Role-Playing a Complete Customer Interaction: ○ Greeting: Greet the "customer" with a smile and a friendly "hello." ○ Taking the Order: Listen to a simple order, then repeat it back to confirm accuracy. ○ Serving: Safely carry and deliver a mock food item to the table. ○ Money Exchange: Receive mock money, give the correct change,

Formative Assessment ● The Daily Checklist – Use a "Quick Check" list to set up your station and make sure you have everything needed for work. ● "Pop-Up" Problems – Act out "What would you do?" scenarios, like a spilled ingredient or a broken tool, to practice problem-solving. ● Job of the Day – Practice a specific workplace role (like "The Scorer" or "The Packager") to learn every part of the baking business.

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Baking for Enterprise Unit 3 and say "thank you." ● Final Challenge: Serve real customers from our community STAGE 3: LEARNING PLAN First Topic: Greeting Customers

Estimated # of Lessons: 2-3

Learning Targets: ● I can smile and make eye contact (or look towards the customer's face or in their direction). ● I can say "Hello" or "Welcome" in a friendly voice. ● I can show customers where to sit at a table.

Essential Questions: ● How can we make every customer feel welcome and well-cared-for from the moment they walk in? ● What are the key steps to providing great service, from greeting the customer to a final "Thank you"?

Learning Activities: ● The Daily Checklist – Use a "Quick Check" picture list to set up your station and verify you have all tools for the day. ● "Pop-Up" Problems – Act out "What would you do?" scenarios, such as a spill or a missing ingredient, to practice workplace problem-solving. ● Job of the Day – Take on a specific role (like "The Packager" or "The Order Taker") to learn every part of the baking business. ● Scoop & Match – Use color-coded scoops to find the correct portion size for different recipes and containers. ● Visual Recipe Mapping – Match photos of baking steps in the correct order to practice following a production flow. ● Mini-Bake Practice – Short, focused baking tasks to build confidence with ovens, timers, and safety tools.

Second Topic: Serving Customers

Estimated # of Lessons: 2-4

Learning Targets: ● I can smile and make eye contact (or look towards the customer's face or in their direction). ● I can take a customer's order correctly. ● I can identify the customer’s order with the food and drinks to ensure the accuracy. ● I can serve food and drinks in a safe and respectful manner. ● I can clean up dishes from the table in a safe and respectful manner. ● I can identify ways to make things better when a customer is not satisfied.

Essential Questions: ● How can we make every customer feel welcome and well-cared-for from the moment they walk in? ● What are the key steps to providing great service, from greeting the customer to a final "Thank you"? ● How do we respond when a customer isn't happy with their order or experience?

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Baking for Enterprise Unit 3 Learning Activities: ● Order Accuracy Detective ○ Role-play "server" and "customer" to practice detailed order taking. ○ Listen for specific modifications and repeat the order back to confirm accuracy. ○ Sharpens listening skills and teaches the importance of verifying orders. ● The Steady Tray Challenge ○ Practice balancing and carrying a loaded tray with plates, glasses, and cups. ○ Navigate a designated path with turns or obstacles to build muscle memory. ○ Focus on moving with confidence and stability to prevent spills and accidents. ● Quiet Table Clearing Game ○ Race to clear a mock dining table as quietly and efficiently as possible. ○ Practice stacking plates and gathering silverware without making noise. ○ Emphasizes being considerate of diners and maintaining a calm atmosphere.

Third Topic: Money Exchange for Payments

Estimated # of Lessons: 8-10

Learning Targets: ● I can accurately click the items to produce an accurate bill. ● I can recognize and name different types of payment (e.g., paper money, credit card). ● I can collect payment and interact with the customer to find out about their experience. ● I can provide customers with their change or receipt and say "Thank you."

Essential Questions: ● What are the key steps to providing great service, from greeting the customer to a final "Thank you"?

Learning Activities: ● Cash or Card Checkout Challenge ○ Use a mock register or tablet to process cash and card payments. ○ Practice inputting totals, handling transactions, and providing receipts. ○ Builds accuracy and confidence in managing financial transactions. ● The Change & Confirm Game ○ Role-play transactions using large bills to calculate and return change. ○ Practice counting change back to the customer to ensure transparency. ○ Emphasizes accuracy and verbal confirmation during the hand-off. ● Thank You & Receipt Race ○ Practice presenting the final receipt or change with a professional demeanor. ○ Focus on delivering a sincere "thank you" quickly without rushing the guest. ○ Highlights the importance of ending the service on a positive note. ● Practice for Final Design Challenge ○ Run full customer service for community members in a controlled environment. ○ Apply all service, communication, and technical skills in a live setting. ○ Prepares students for the final real-world restaurant simulation.

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Menu Planning & Execution ADVANCED CULINARY - Menu Planning & Execution (Previously CULINARY PROSTART I) COURSE # WHN103

0.5 credit (FVA, STEM)

PREREQUISITE: Culinary Essentials and Bake Shoppe Want to design a restaurant menu that people will actually pay for?

This course builds on foundations to learn the strategic skills needed to run a successful kitchen. We work with partners to design and execute an international restaurant concept: design a four-course menu, master recipe costing, and execute a full meal.

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Menu Planning and Execution INTERMEDIATE: Menu Planning and Execution Want to design a restaurant menu that people will actually pay for?

This course builds on foundations to learn the strategic skills needed to run a successful kitchen. We work with partners to design and execute an international restaurant concept: design a four-course menu, master recipe costing, and execute a full meal.

Unit 1: Overview: International & Regional Cuisine 4-5 days

Take your taste buds on a trip around the world! This first unit explores unique ingredients, flavors, and cooking techniques from different parts of the world.

We learn how a region's geography, history, and culture shape its food, from indigenous ingredients to traditional cooking practices. Through this exploration, we gain insight into authentic recipes and customs to inspire your own unique menu designs and bring those global influences into your cooking.

Unit 2: Menu Planning and Design 3-5 days

Unit 3: Recipe Costing 5-7 days

Unit 4: Design Challenge 25-30 days

Now that we have explored the world's cuisines, it's time to use that knowledge and design a menu of your own. In this next unit, team up with a partner to research a country's flavors, ingredients, and cooking techniques. The goal is to design a balanced and authentic menu that reflects that region’s cuisine. This challenge is a great way to showcase teamwork and creativity while building a culturally inspired menu that's ready for future execution.

Let’s take that menu and learn how to calculate the exact cost of your recipes by itemizing ingredients and determining portion costs. We then use these calculations to set smart menu prices for both the business and customer. Finally, we learn how to use efficient ordering to ensure all ingredients are available when we approach the next step.

Now that you've designed your menu and figured out the business side, it's time to bring your menu to life. In this final unit, prepare and serve your four-course meal.

This is a full-on simulation of a real restaurant service to apply growing skills in culinary techniques, cost control, food safety, time management, quality control, teamwork, and customer service.

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Menu Planning and Execution Unit 1

Course Name: Menu Planning and Execution Unit 1 Title: Overview of International Regions and Cuisines

Est. # of Lessons: 4-5

Unit Overview: Take your taste buds on a trip around the world! This first unit explores unique ingredients, flavors, and cooking techniques from different parts of the world. We learn how a region's geography, history, and culture shape its food, from indigenous ingredients to traditional cooking practices. Through this exploration, we gain insight into authentic recipes and customs to inspire your own unique menu designs and bring those global influences into your cooking.

STAGE 1: DESIRED RESULTS Established Goals ● 9.3.1: Analyze nutrient requirements across the life span addressing the diversity of people, culture, and religions. ● 9.3.4: Assess the influence of cultural, socioeconomic and psychological factors on food and nutrition and behavior.

Transfer Goals

● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● A region's geography and climate don't just influence what ingredients are available; they shape the very identity of its food.

The environment dictates a cuisine's unique ingredients and cooking methods, from how food is grown to how it's prepared. ● The traditions and beliefs of a culture are all reflected in its food. ● Culinary creativity is built on a foundation of knowledge. The most innovative and authentic dishes are created by chefs who first master the traditional techniques and flavor profiles of a cuisine, rather than simply imitating a recipe.

● How does where people live shape what they eat? ● How does food tell the story of a culture's history, values, and traditions? ● How do the concepts of authentic and fusion cuisine challenge our understanding of traditional food? ● How have the culture, environment, and history of different regions of the world influenced not only the ingredients they use, but also the fundamental techniques they developed to prepare and cook their food?

Knowledge ● Influences on global cuisine ○ Religion and culture

Skills (Framed as Learning Targets) ● I can identify and describe the key factors that influence a country's cuisine.

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Menu Planning and Execution Unit 1 ○ ○ ○ ○

Economics Geography Climate Migration/ History

Key Vocabulary: geography, climate, agriculture, culture, religion, economics, fusion cuisine, indigenous

● I can explain how climate and geography shape the ingredients and cooking methods of a specific region. ● I can analyze how culture and religion impact a country's food traditions and dietary practices. ● I can recognize how a region's economic status and agricultural practices are reflected in its cuisine. ● I can connect a specific dish to the cultural, historical, and geographical factors of its origin. ● I can research and present on the unique cuisine of a chosen country, highlighting the influences on its food.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Presentation: ○ A look at the local and foreign influences as well as the other 4 factors that influence a cuisine. ○ Develop a presentation to encompass that cuisine

● Research and development outline ○ Precursor to presentation for selected region

STAGE 3: LEARNING PLAN First Topic: Introduction to International Cuisines

Estimated # of Lessons: 1-2

Learning Targets: Essential Questions: ● I can identify and describe the key factors ● How does where people live shape what they that influence a country's cuisine. eat? ● How does food tell the story of a culture's ● I can explain how climate and geography history, values, and traditions? shape the ingredients and cooking methods of a specific region. ● I can analyze how culture and religion impact a country's food traditions and dietary practices. ● I can recognize how a region's economic status and agricultural practices are reflected in its cuisine.

Learning Activities: ● Guided notes on global influences ○ 5 factors that influence global cuisine ■ Based on a region's demographics, also discussing how nutritional needs are still

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Menu Planning and Execution Unit 1 met regardless of economic status.

Second Topic: Around the World

Estimated # of Lessons: 2-3

Learning Targets: ● I can connect a specific dish to the cultural, historical, and geographical factors of its origin. ● I can research and present on the unique cuisine of a chosen country, highlighting the influences on its food.

Essential Questions: ● How do the concepts of authentic and fusion cuisine challenge our understanding of traditional food? ● How have the culture, environment, and history of different regions influenced not only the ingredients they use, but also the fundamental techniques they developed to prepare and cook their food?

Learning Activities: ● Research and Development ○ Students choose a country or region (ex: Native American, North American, South American, Caribbean, Europe, Asia, Middle east) ○ Students identify local influences on cooking techniques, spices, and any foreign influences that formed that country/ region’s cuisine. ○ Develop a presentation about their area of choice

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Menu Planning and Execution Unit 2

Course Name: Menu Planning and Execution Unit 2 Title: Menu Planning and Design

Est. # of Lessons: 3-5

Unit Overview: Now that we have explored the world's cuisines, it's time to use that knowledge and design a menu of your own. In this next unit, team up with a partner to research a country's flavors, ingredients, and cooking techniques. The goal is to design a balanced and authentic menu that reflects that region’s cuisine. This challenge is a great way to showcase teamwork and creativity while building a culturally inspired menu that's ready for future execution.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.4.2: Apply menu-planning principles to develop and modify menus ● 8.4.4: Develop a variety of menu layouts, themes, and design styles. ● 9.6.1: Build menus to customer/ client preferences. ● 9.6.4: Create standardized recipes.

● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); and ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings ● An authentic menu is a reflection of a country's culture, geography, and history. ● A cohesive menu is a story told through food. By intentionally selecting and sequencing dishes, chefs aim to delight their customers while authentically reflecting a cuisine’s unique identity.

Essential Questions ● How do I use what I know about a country's climate and agriculture to make smart choices about the ingredients on my menu? ● How do we develop creative ideas and make decisions that result in a great menu?

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Menu Planning and Execution Unit 2 ● Menu design is a creation and problemsolving process that requires strong teamwork. By combining creative ideas, chefs make critical choices that result in a professional menu that's both innovative and authentic.

Knowledge

● How do I use what I know about a country's climate and agriculture to make smart choices about the ingredients on my menu? ● What specific details and elements can I add to a menu to make it feel authentic to its cuisine?

Skills (Framed as Learning Targets)

● How to research indigenous cuisine ● Menu planning and design Key Vocabulary: a la carte, prix fixe, table d'hôte, menu engineering

● I can explain how factors like geography and culture influenced my menu's design and dish selection. ● I can research a country's culinary traditions to design a four-course meal. ● I can collaborate with a partner to create a balanced menu. ● I can design a clear and professional menu that reflects the chosen country's culture. ● I can explain the rationale behind my menu's dish selections and their sequence.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Formative Assessment

Final menu design ○ Based on previous research and current knowledge of how to design a menu, students develop a well designed and throughout 4 course meal menu to reflect their Country/ region

● Menu Draft Peer Review ○ Exchange menu drafts to check for variety in cooking methods and textures. ○ Use a checklist to ensure the 4-course progression flows logically. ○ Confirm that dishes accurately reflect researched indigenous and foreign influences. ● The "Plate-to-Paper" Match ○ Match meal descriptions to specific design elements like font and color. ○ Ensures the visual menu design reflects the cultural origin of the food.

STAGE 3: LEARNING PLAN First Topic: Factors that influence a menu

Estimated # of Lessons: 1-2

Learning Targets: ● I can explain how factors like geography and culture influenced my menu's design

Essential Questions: ● How do I use what I know about a country's climate and agriculture to make smart choices

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Menu Planning and Execution Unit 2 and dish selection. ● I can research a country's culinary traditions to design a four-course meal.

about the ingredients on my menu?

Learning Activities: ● Guided notes on factors that influence a menu ● Menu Layout Scavenger Hunt ○ Analyze professional menus for font hierarchy, white space, and "sweet spots." ○ Practice sketching a 4-course layout that guides the customer's eye. ● Course Progression Puzzle ○ Sort dish cards into balanced sequences to avoid ingredient repetition. ○ Focuses on balancing flavors, colors, and textures across all four courses. ● The "Price and Describe" Challenge ○ Write sensory descriptions for a 4-course meal using regional keywords. ○ Practice using descriptive "copy" to highlight indigenous ingredients and research.

Second Topic: Research and development

Estimated # of Lessons: 2-3

Learning Targets: ● I can collaborate with a partner to create a balanced menu. ● I can design a clear and professional menu that reflects the chosen country's culture. ● I can explain the rationale behind my menu's dish selections and their sequence.

Essential Questions: ● How do we develop creative ideas and make decisions that result in a great menu? ● How do I use what I know about a country's climate and agriculture to make smart choices about the ingredients on my menu? ● What specific details and elements can I add to a menu to make it feel authentic to its cuisine?

Learning Activities: ● Research recipes and develop menu ● Menu Draft peer editing ○ Assessment and feedback from peers with a guided note to complete ● Plate to paper match ○ Ensure designs reflect regional culture Final Menu design draft

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Menu Planning and Execution Unit 3

Course Name: Menu Planning and Execution Unit 3 Title: Recipe Costing

Est. # of Lessons: 5-7

Unit Overview: Let’s take that menu and learn how to calculate the exact cost of your recipes by itemizing ingredients and determining portion costs. We then use these calculations to set smart menu prices for both the business and customer. Finally, we learn how to use efficient ordering to ensure all ingredients are available when we approach the next step.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.4.3 Analyze food, equipment, and supplies needed for menu production. ● 8.4.5 Prepare requisitions for food, equipment, and supplies to meet production requirements. ● 8.4.7 Demonstrate knowledge of portion control and proper scaling and measurement techniques ● 9.6.4 Create standardized recipes.

● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); and ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings ● Menu pricing is a strategic decision to set a fair price that ensures both profitability for the business and value for the customer. ● Smart inventory management is essential for a successful kitchen. By accurately calculating recipe costs and creating organized order forms, chefs can minimize waste and ensure they have all the ingredients needed to execute their menu efficiently.

Knowledge ● Recipe costs ● Portion costs

Essential Questions ● How can I set a menu price that is reasonable for the customer and profitable for the restaurant? ● How does knowing my costs and creating an order form minimize waste and save me from the stress of running out of a key ingredient during a busy dinner service?

Skills (Framed as Learning Targets) ● I can calculate the cost of a recipe by accurately itemizing ingredients and

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Menu Planning and Execution Unit 3 ● Menu pricing Key Vocabulary: Profit Margin, Food Cost, Recipe Costing, Portion Cost

determining portion costs. ● I can use recipe costs to set a profitable menu price for a dish. ● I can create an organized order form that categorizes ingredients and lists the exact amount needed for a menu. ● I can justify the pricing of my menu based on both my recipe costs and what the market will support.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Recipe costing sheets ○ Final costing for the 4 course menu they previously designed ● Requisition sheet ○ Food order for the 4 course meal with appropriate amount of portions

● Recipe costing practice sheets ○ Samples one costing out individual ingredients as well as recipes

STAGE 3: LEARNING PLAN First Topic: Recipe Costing and Ordering

Estimated # of Lessons: 5

Learning Targets: ● I can calculate the cost of a recipe by accurately itemizing ingredients and determining portion costs. ● I can use recipe costs to set a profitable menu price for a dish. ● I can create an organized order form that categorizes ingredients and lists the exact amount needed for a menu. ● I can justify the pricing of my menu based on both my recipe costs and what the market will support.

Essential Questions: ● How can I set a menu price that is reasonable for the customer and profitable for the restaurant? ● How does knowing my costs and creating an order form minimize waste and save me from the stress of running out of a key ingredient during a busy dinner service?

Learning Activities: ● Recipe costing practice sheets ○ Teacher presents students with how to break down grocery cost, and also what Q factor is ○ Discuss how menu planning effects menu cost and show students formulas to establish appropriate portions costs for our clients ○ Costing of final menu to conclude ● Requisition sheet ○ Ordering foods in placing food items in the appropriate categories.

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Menu Planning and Execution Unit 4

Course Name: Menu Planning and Execution Unit 4 Title: Design Challenge

Est. # of Lessons: 25-30

Unit Overview: Now that you've designed your menu and figured out the business side, it's time to bring your menu to life. In this final unit, prepare and serve your four-course meal. This is a full-on simulation of a real restaurant service to apply growing skills in culinary techniques, cost control, food safety, time management, quality control, teamwork, and customer service.

STAGE 1: DESIRED RESULTS Established Goals ● 8.4.3 Analyze food, equipment, and supplies needed for menu production. ● 8.4.5 Prepare requisitions for food, equipment, and supplies to meet production requirements. ● 8.4.7 Demonstrate knowledge of portion control and proper scaling and measurement techniques ● 8.5.1 Demonstrate professional skills in safe handling of knives, tools, and equipment. ● 8.5.2 Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies. ● 8.5.4 Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of a variety of foods. ● 8.5.5 Prepare various meats, seafood, and poultry using safe handling and professional preparation techniques. ● 8.5.6 Prepare various stocks, soups, and sauces using safe handling and professional preparation techniques. ● 8.5.7 Prepare various fruits, vegetables, starches, legumes, dairy products, fats, and oils using safe handling and professional preparation techniques. ● 8.5.8 Prepare various salads, dressings, marinades, and spices using safe handling and professional preparation techniques.

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); and ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

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Menu Planning and Execution Unit 4 ● 8.5.9 Prepare sandwiches, canapes and appetizers using safe handling and professional preparation techniques. ● 8.5.10 Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. ● 8.5.12 Demonstrate professional plating, garnishing, and food presentation techniques. ● 9.5.3 Prepare food for presentation and assessment. ● 9.6.4 Create standardized recipes. ● 9.6.5 Manage food production to meet needs and preferences of diverse customer populations.

Understandings

Essential Questions

● The success of a restaurant service depends on consistently delivering a highquality product while maintaining strict standards for food safety, efficiency, and customer service. ● Effective communication, teamwork, time management, and adaptability are just as critical as technical ability in the professional kitchen.

● In what ways does a chef's behavior and communication in the kitchen affect the quality of the final dish? ● How can a chef's creativity be balanced with the need for profitability?

Knowledge

Skills (Framed as Learning Targets)

● Plating and presentation ● Management and task delegation ● Effective communication and time management ● Taking and delivering orders Key Vocabulary: Menu Execution, Production Plan, Mise en Place, Delegation, Mass Production, Quality Control, Expediter (Expo), Timeline, Team Communication

● I can collaborate with my peers to successfully execute a complex meal. ● I can manage my time effectively to massproduce multiple menu items. ● I can delegate tasks to my team members to ensure a smooth and efficient workflow. ● I can prepare and present a multi-course meal that meets professional standards.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Final Design Challenge: plan and execute a 4 course meal. Grading basing on:

Formative Assessment ● Checkpoints to ensure students are on track: ○ Requisition/ ordering forms

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Menu Planning and Execution Unit 4 ○ ○ ○ ○

Sanitation Teamwork Management 4 course meal execution ■ Connection to global menu ■ Technique ■ Use of ingredients

○ Presentation

STAGE 3: LEARNING PLAN This unit is unique because weeks that other groups are completing their execution, the remainder of the class works as their line cooks to help execute the menu and fulfill orders. So the estimated number of lessons below refer to the individual groups. The remainder of time is based on how many groups are in the class that have their own set of menus.

First Topic: Planning and Mise en Place

Estimated # of Lessons: 2

Learning Targets: ● I can collaborate with my peers to successfully execute a complex meal. ● I can delegate tasks to my team members to ensure a smooth and efficient workflow.

Essential Questions: ● In what ways does a chef's behavior and communication in the kitchen affect the quality of the final dish?

Learning Activities: ● Develop a production plan with assigned roles and a detailed timeline ● Complete mise en place setup and walk-through ● Review and finalize requisition/ordering forms ● Checkpoint: Menu plan and production plan review Second Topic: Execution and Presentation

Estimated # of Lessons: 4

Learning Targets: ● I can manage my time effectively to massproduce multiple menu items. ● I can prepare and present a multi-course meal that meets professional standards.

Essential Questions: ● How can a chef's creativity be balanced with the need for profitability? ● In what ways does a chef's behavior and communication in the kitchen affect the quality of the final dish?

Learning Activities: ● Execute the four-course meal service simulation ● Apply food safety, time management, and quality control throughout service ● Professional plating and garnishing of each course ● Checkpoints: Production execution, plating of four-course meal

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Restaurant Management & Entrepreneurship RESTAURANT MANAGEMENT (Previously CULINARY PROSTART II) COURSE # WHN104

0.5 credit (FVA, STEM)

PREREQUISITE: Advanced Culinary and teacher permission STEM) Do you have what it takes to run your own restaurant?

This advanced course builds on previous culinary and management skills to learn how to run a full restaurant operation, from the back of the house to the front. We create menus, work with a team of chefs to execute dishes, engage with customers, manage finances, and market your restaurant. We also earn your ServSafe certification to gain a competitive advantage with future employers.

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Advanced: Restaurant Management & Entrepreneurship ADVANCED: Restaurant Management & Entrepreneurship Do you have what it takes to run your own restaurant?

This advanced course builds on previous culinary and management skills to learn how to run a full restaurant operation, from the back of the house to the front. We create menus, work with a team of chefs to execute dishes, engage with customers, manage finances, and market your restaurant.

We also earn your ServSafe certification to gain a competitive advantage with future employers.

Unit 1: Kitchen Brigade 6 days

Unit 2: Customer Service 8 days

Unit 3: Menu Planning 22 days

Unit 4: ServSafe Manager 9 days

Ever wonder who's in charge of a professional kitchen? This first unit shows what the kitchen brigade looks like— the organized system that keeps everything running smoothly. We explore the hierarchy, from the Executive Chef to the Commis, and learn the specific roles and responsibilities of each person. This unit gives us a solid understanding of why teamwork, communication, and efficiency are so important for a successful culinary career.

Now that we understand how the kitchen brigade works, it's time to learn about the other half of the restaurant: the customers. In this unit, we focus on the essential front-of-house operations that make a restaurant successful. We practice serving techniques, managing transactions at the register, and handling delivery services. We also explore advertising and marketing to learn how to attract and keep customers.

The goal is to create great customer experiences and professionally handle all guest-facing tasks, which is key to a restaurant's success.

It’s time to create the menu that will bring customers through the door. We learn how to create a compelling menu for a restaurant that features a range of delicious items like: soups, salads, sandwiches, entrees and baked goods. We also explore the principles of creating visually appealing food presentation and how to balance culinary creativity with operational efficiency and profitability. By the end, we develop menus that not only captivate diners but also reflect a restaurant's unique identity and business goals.

We've learned to design a great menu and run the front-of-house, but the most important part of any kitchen is safety. In this unit, we prepare for the ServSafe Food Protection Manager Certification exam. This nationally recognized credential for food safety is highly valued by employers. We review key topics, from preventing foodborne illnesses and proper hygiene to safe food handling from receiving to reheating. We also explore HACCP principles and other essential food safety regulations. Earning this certification gives you a significant advantage in securing future employment and advancing your culinary career—it's often a hiring requirement and shows a commitment to professionalism.

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Restaurant Management & Entrepreneurship Unit 1

Course Name: Restaurant Management & Entrepreneurship Unit 1 Title: Kitchen Brigade

Est. # of Lessons: 6

Unit Overview: Ever wonder who's in charge of a professional kitchen? This first unit shows what the kitchen brigade looks like—the organized system that keeps everything running smoothly. We explore the hierarchy, from the Executive Chef to the Commis, and learn the specific roles and responsibilities of each person. This unit gives us a solid understanding of why teamwork, communication, and efficiency are so important for a successful culinary career.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 1.2.1: Analyze potential career choices to determine the knowledge, skills, attitudes, and opportunities associated with each career.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings

Essential Questions

● A professional kitchen is a highly organized system where a clear hierarchy and defined roles are essential for efficiency and success. ● A chef's professionalism is not just about their cooking skills, but also their ability to work effectively within a team, communicate clearly under pressure, and manage their time and resources wisely.

Knowledge ● History: how Escoffier developed brigade systems and its impact on modern day professional kitchens ● Hierarchy: roles and expectation Key Vocabulary: brigade, Chef de Cuisine, Sous Chef, Chef de Partie, Saucier, Poissonier, Rotisseur, Grillardin, Friturier, Pâtissier, Tournant, Garde Manger, Entremétier, Commis Chef, Georges Auguste Escoffier

● How can understanding a kitchen's hierarchy help me be a better teammate? ● What's the relationship between a smooth, efficient kitchen service and a customer's overall dining experience?

Skills (Framed as Learning Targets) ● I can explain the historical purpose of the kitchen brigade system. ● I can identify the key roles and the chain of command within the brigade's hierarchy. ● I can explain how the specialization of roles in the brigade improves kitchen efficiency and quality. ● I can describe how the traditional brigade system has been adapted to a modern kitchen.

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Restaurant Management & Entrepreneurship Unit 1

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Infographic: Students work in groups to create a comprehensive project. They can design a poster, a presentation, or a digital infographic that visually outlines the brigade hierarchy, explains the roles, and includes a short history.

● Exit cards: ○ Identifying stations associated with tiles ○ Organizational flow chart (Kitchen Hierarchy & Organization)

STAGE 3: LEARNING PLAN First Topic: History of Brigade and Modern Roles

Estimated # of Lessons: 3-5

Learning Targets: ● I can explain the historical purpose of the kitchen brigade system. ● I can identify the key roles and the chain of command within the brigade's hierarchy. ● I can explain how the specialization of roles in the brigade improves kitchen efficiency and quality. ● I can describe how the traditional brigade system has been adapted to a modern kitchen.

Essential Questions: ● How can understanding a kitchen's hierarchy help me be a better teammate? ● What's the relationship between a smooth, efficient kitchen service and a customer's overall dining experience?

Learning Activities: ● Kitchen Hierarchy & Organization ○ The Escoffier Legacy – Video and reading analysis to identify the origins of modern kitchen standards and the "King of Chefs." ○ The Brigade Breakdown – Comparative study of the traditional Escoffier Brigade system versus modern-day industry adaptations. ○ Service Simulation – Role-play exercise where students are assigned specific stations to practice communication and workflow. ○ Station Identification – Interactive matching activity to connect specific job titles and tools to their designated kitchen stations. ○ Kitchen Logistics Map – Create an organizational flow chart to visualize how information and food move through a professional kitchen. ○ The Dream Kitchen Project – Design a functional kitchen layout that maximizes efficiency, safety, and operational flow.

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Restaurant Management & Entrepreneurship Unit 2

Course Name: Restaurant Management & Entrepreneurship Unit 2 Title: Customer Service

Est. # of Lessons: 8

Unit Overview: Now that we understand how the kitchen brigade works, it's time to learn about the other half of the restaurant: the customers. In this unit, we focus on the essential front-of-house operations that make a restaurant successful. We practice serving techniques, managing transactions at the register, and handling delivery services. We also explore advertising and marketing to learn how to attract and keep customers. The goal is to create great customer experiences and professionally handle all guest- facing tasks, which is key to a restaurant's success.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 5.7.1: Demonstrate quality customer service which exceeds customer expectations in diverse settings. ● 8.7.2: Demonstrate quality service techniques and procedures that meet industry standards in the food service industry. ● 8.7.3: Analyze the relationship between employee attitude and skills and customer satisfaction. ● 10.2.2: Demonstrate procedures for assuring guest or customer safety ● 10.3.1: Apply industry standards for service that meets cultural and geographic expectations of guests or customers. ● 10.3.2: Analyze how employee dispositions can impact customer satisfaction. ● 10.3.3: Apply a system to evaluate and resolve employee, employer, guest, or customer complaints. ● 10.3.4: Analyze effects of customer relations on success of the hospitality, tourism, and or recreation industry. ● 10.3.5: Demonstrate effective cultural awareness and customer relations to meet the hospitality, tourism, and recreation needs of special populations. ● 16.6.1: Analyze factors that contribute to quality customer relations. ● 16.6.2: Analyze the influences of cultural expectations as a factor in customer relations.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); and ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent

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Restaurant Management & Entrepreneurship Unit 2 ● 16.6.3: Demonstrate the skills necessary for quality customer service. ● 16.6.4: Create solutions to address customer concerns.

and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings

Essential Questions

● Professionalism, clear communication, and a positive attitude are essential for attracting and keeping customers. ● A restaurant's success depends just as much on its front-of-house operations as it does on the food. ● Every guest-facing task—from serving and handling transactions to managing delivery services—contributes to a customer's overall experience and loyalty.

● How can a restaurant's marketing and advertising build customer expectations before they even walk in the door? ● What are key professional habits and actions that I can take to contribute to a positive guest experience? ● How does clear and professional teamwork in front of house and back of house operations prevent problems and build trust with a customer?

Knowledge ● Restaurant branding and how it sets expectations. ● The connection between branding and your role as a FOH staff member. ● Principles of professional customer service and hospitality. ● Techniques for resolving guest complaints. ● The roles of FOH and BOH teams. ● Methods for effective communication between teams. ● The importance of teamwork for service quality. ● Ways to contribute to a positive and collaborative work environment.

Skills (Framed as Learning Targets) ● I can explain how a restaurant's brand, created through marketing and advertising, sets guest expectations and how my role helps fulfill those promises. ● I can demonstrate key professional habits and actions, such as active listening and maintaining a positive demeanor, to create a welcoming and comfortable experience for every guest. ● I can resolve guest questions and complaints calmly and professionally. ● I can communicate with my team to ensure seamless service and prevent issues. ● I can contribute to positive teamwork to deliver a great guest experience.

Key Vocabulary: ambiance, Back of House (BOH), Front of House (FOH), busser, complaint resolution, customer satisfaction, de-escalation, hospitality, host/hostess, Point of Sale (POS), reservations, upselling, waitstaff STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Mock interview to apply for a FOH role: Role playing manager and potential candidate

● Role-play a guest complaint scenario to practice professional communication and deescalation skills.

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Restaurant Management & Entrepreneurship Unit 2 STAGE 3: LEARNING PLAN First Topic: FOH operations and communication

Estimated # of Lessons: 5-7

Learning Targets: ● I can explain how a restaurant's brand, created through marketing and advertising, sets guest expectations and how my role helps fulfill those promises. ● I can demonstrate key professional habits and actions, such as active listening and maintaining a positive demeanor, to create a welcoming and comfortable experience for every guest. ● I can resolve guest questions and complaints calmly and professionally. ● I can communicate with my team to ensure seamless service and prevent issues. ● I can contribute to positive teamwork to deliver a great guest experience.

Essential Questions: ● How can a restaurant's marketing and advertising build customer expectations before they even walk in the door? ● What are key professional habits and actions that I can take to contribute to a positive guest experience? ● How does clear and professional teamwork in front of house and back of house operations prevent problems and build trust with a customer?

Learning Activities: ● Learn what a POS system is and how it operates. ○ Using POS to make bills and then practicing taking money from guests. ● Role-play ○ (Example: A guest complaint scenario to practice professional communication and deescalation skills; Practice greeting guests)

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Restaurant Management & Entrepreneurship Unit 3

Course Name: Restaurant Management & Entrepreneurship Unit 3 Title: Menu Planning

Est. # of Lessons: 22

Unit Overview: It’s time to create the menu that will bring customers through the door. We learn how to create a compelling menu for a restaurant that features a range of delicious items like: soups, salads, sandwiches, entrees and baked goods. We also explore the principles of creating visually appealing food presentation and how to balance culinary creativity with operational efficiency and profitability. By the end, we develop menus that not only captivate diners but also reflect a restaurant's unique identity and business goals.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 8.4.1: Use computer based menu systems to develop and modify menus. ● 8.4.2: Apply menu-planning principles to develop and modify menus ● 8.4.4: Develop a variety of menu layouts, themes, and design styles. ● 8.4.7: Apply principles of measurement, portion control, conversions, food cost analysis and control, menu terminology, and menu pricing to menu planning. ● 9.6.1: Build menus to customer/ client preferences. ● 9.6.4: Create standardized recipes.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); and ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

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Restaurant Management & Entrepreneurship Unit 3 Understandings ● A menu's design, from its visual layout to its language, tells a story that reflects a restaurant's unique identity to guide a customer's choices and captivate them. ● A menu is a strategic business tool that balances creativity with practical business goals of profitability and operational efficiency.

Knowledge ● Menu design ● Menu pricing ● Menu and reputation Key Vocabulary: Appetizer, Cost of Goods Sold (COGS), Contribution Margin, Food Cost, Menu Psychology, Operational Efficiency, Profitability, Revenue

Essential Questions ● How does the way a menu is written and designed affect a customer's choices? ● How do choices about ingredients, techniques, and portion sizes directly affect the restaurant’s profitability? ● How does a menu contribute to a restaurant's reputation and long-term success?

Skills (Framed as Learning Targets) ● I can explain how menu design, including item names and descriptions, influences a customer's ordering decisions. ● I can identify how a menu contributes to a restaurant's unique identity and long-term reputation. ● I can calculate and analyze the cost of ingredients and labor for a menu item to determine its profitability. ● I can balance culinary creativity with operational efficiency by designing a menu that is both exciting and realistic to execute. ● I can create a compelling and profitable menu that features a balanced range of items, from appetizers to desserts.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Menu Design Portfolio: ○ Create a final menu that reflects the desired items to be sold that week ○ Apply layout principles like font hierarchy, white space, and "sweet spots" to the design. ○ Include sensory descriptions and context for each selected dish. ● Recipe and Menu Costing Project: ○ Calculate total meal costs using standardized recipe yields and current unit prices. ○ Determine the "per portion" cost

● Menu Description Workshop: ○ Transform basic ingredient lists into vivid, sensory descriptions to entice customers. ○ Use regional keywords and "copy" techniques to communicate value and drive sales. ○ Practice writing descriptive blurbs that highlight the cultural origin of each dish. ● Food Cost and Profitability Case Study: ○ Analyze mock menus to calculate plate costs and set competitive, profitable prices.

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Restaurant Management & Entrepreneurship Unit 3 and apply a food cost percentage to set final prices. ○ Ensure the menu is both culturally authentic and financially sustainable.

○ Use case studies to practice revenue tracking and balance expenses against income. ○ Evaluate how ingredient selection and portioning impact overall kitchen profitability.

STAGE 3: LEARNING PLAN First Topic: Menu planning and branding

Estimated # of Lessons: 20-22

Learning Targets: ● I can explain how menu design, including item names and descriptions, influences a customer's ordering decisions. ● I can identify how a menu contributes to a restaurant's unique identity and long-term reputation. ● I can calculate and analyze the cost of ingredients and labor for a menu item to determine its profitability. ● I can balance culinary creativity with operational efficiency by designing a menu that is both exciting and realistic to execute. ● I can create a compelling and profitable menu that features a balanced range of items, from appetizers to desserts.

Essential Questions: ● How does the way a menu is written and designed affect a customer's choices? ● How do choices about ingredients, techniques, and portion sizes directly affect the restaurant’s profitability? ● How does a menu contribute to a restaurant's reputation and long-term success?

Learning Activities: ● Menu engineering and cost control ○ The Art of the Menu – Writing workshop focused on using vivid, descriptive language to entice customers and drive sales. ○ Profitability Analysis – Case studies on food costing to determine how to set competitive and profitable menu prices. ○ Procurement & Logistics – Independent practice in completing professional order forms to ensure total accuracy for lab production. ○ Revenue Tracking – Balance sheet exercises to monitor expenses versus income and track overall kitchen profitability.

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Restaurant Management & Entrepreneurship Unit 4

Course Name: Restaurant Management & Entrepreneurship Unit 4 Title: ServSafe Manager

Est. # of Lessons: 9

Unit Overview: We've learned to design a great menu and run the front-of-house, but the most important part of any kitchen is safety. In this unit, we prepare for the ServSafe Food Protection Manager Certification exam. This nationally recognized credential for food safety is highly valued by employers. We review key topics, from preventing foodborne illnesses and proper hygiene to safe food handling from receiving to reheating. We also explore HACCP principles and other essential food safety regulations.

Earning this certification gives you a significant advantage in securing future employment and advancing your culinary career—it's often a hiring requirement and shows a commitment to professionalism.

STAGE 1: DESIRED RESULTS Established Goals ● 8.2.1: Identify characteristics of major foodborne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention. ● 8.2.3: Use knowledge of systems for documenting, investigating, reporting, and preventing foodborne illness. ● 8.2.4: Use the Hazard Analysis Critical Control Point (HACCP) and crisis management principles and procedures during food handling processes to minimize the risks of foodborne illness. ● 8.2.5: Practice standard personal hygiene and wellness procedures. ● 8.2.6: Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods. ● 8.2.7: Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups. ● 8.2.8: Analyze current types of cleaning and sanitizing materials for proper use. ● 8.3.1: Operate tools and equipment following safety procedures and OSHA requirements. ● 8.3.2: Maintain tools and equipment following safety procedures and OSHA requirements. ● 8.3.3: Demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware, and utensils to meet

Transfer Goals

● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

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Restaurant Management & Entrepreneurship Unit 4

● ● ● ●

● ● ● ●

● ● ● ●

●

● ●

industry standards and OSHA requirements.

9.2.1: Analyze factors that contribute to food borne illness.

9.2.2: Analyze food service management safety and sanitation programs.

9.2.3: Implement industry standards for documenting, investigating, and reporting foodborne illnesses.

9.2.4: Use the Hazard Analysis Critical Control Point (HACCP) during all food handling processes (the flow of food) to minimize the risks of food borne illness.

9.2.5: Demonstrate practices and procedures that assure personal and workplace health and hygiene.

9.2.6: Demonstrate standard procedures for receiving, storage, and preparation of raw and prepared foods.

9.2.7: Classify cleaning and sanitizing materials and their correct use.

9.2.8: Use Occupational Safety and Health Administration's (OSHA) Right to Know Law and Material Safety Data Sheets (MSDS) and explain their requirements in handling hazardous materials.

9.2.9: Demonstrate waste disposal and recycling methods.

14.4.1: Analyze conditions and practices that promote safe food handling.

14.4.2: Analyze safety and sanitation practices.

14.4.3: Analyze how changes in national and international food production and distribution systems influence the food supply, including sustainability, organic food production and the impact of genetically modified foods.

14.4.4: Investigate federal, state, and local inspection and labeling systems that protect the health of individuals and the public.

14.4.5: Analyze foodborne illness factors, including causes, potentially hazardous foods, and methods of prevention.

14.4.6: Analyze current consumer information about food safety and sanitation.

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Restaurant Management & Entrepreneurship Unit 4 Understandings ● Consistent and rigorous application of food safety principles—from proper hygiene to HACCP—is a chef’s professional and ethical responsibility. ● Every action, from receiving ingredients to plating a dish, has an impact on a customer's health and the business's success. ● Earning a certification like ServSafe is not just a requirement but a commitment to protecting customers and building a professional reputation.

Knowledge ● ● ● ● ● ● ● ●

Foodborne illnesses Allergens Flow of food Personal hygiene Facilities and equipment Purchasing and receiving Food storage Cooking temperatures

Key Vocabulary: foodborne illness, temperature danger zone (TDZ), hygiene, ready-to-eat foods, TCS, HACCP,

Essential Questions ● How do all the small details of food safety— like washing your hands and storing ingredients correctly—add up to protect a customer's health and a business's reputation? ● How does earning a food safety certification make me a more attractive candidate?

Skills (Framed as Learning Targets) ● I can identify the biological, chemical, and physical hazards that cause foodborne illness. ● I can explain how to prevent crosscontamination in the kitchen, from receiving to service. ● I can demonstrate the correct procedures for handwashing and personal hygiene. ● I can describe and apply the principles of the Time-Temperature Control for Safety (TCS) system, including knowing the Temperature Danger Zone and proper cooking, cooling, and reheating temperatures. ● I can recognize and explain the symptoms and risks of common food allergens, and implement procedures to prevent crosscontact. ● I can explain the importance of a HACCP (Hazard Analysis Critical Control Point) system and identify its key principles. ● I can describe proper procedures for cleaning and sanitizing food contact surfaces and equipment. ● I can identify the correct way to receive and store different types of food to maintain their safety and quality. ● I can outline an effective pest management plan to prevent pests from entering the establishment and control any infestations. ● I can explain the roles of key government agencies, such as the FDA, in regulating food safety.

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Restaurant Management & Entrepreneurship Unit 4 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Servsafe Manager Exam: ○ Students will complete a combination of guided instructional notes and a self paced course with videos to achieve their industry recognized credential.

● Scenario-Based Activity Lab ○ Apply ServSafe principles to identify and correct "red flags" in a mock kitchen. ○ Bridge video knowledge with handson manager-level decision making. ○ Certification Master Study Guide ● High-Speed Knowledge Kahoots ○ Compete in live, timed challenges to practice rapid recall of critical temperatures. ● Digital Terminology Quizlets ○ Use digital flashcards to master ServSafe acronyms like FAT TOM and FIFO. ○ Build technical fluency through selfpaced matching games and practice tests.

STAGE 3: LEARNING PLAN First Topic: Servsafe Manager course

Estimated # of Lessons: 3-5

Learning Targets: ● I can identify the biological, chemical, and physical hazards that cause foodborne illness. ● I can explain how to prevent crosscontamination in the kitchen, from receiving to service. ● I can demonstrate the correct procedures for handwashing and personal hygiene. ● I can describe and apply the principles of the Time-Temperature Control for Safety (TCS) system, including knowing the Temperature Danger Zone and proper cooking, cooling, and reheating temperatures. ● I can recognize and explain the symptoms and risks of common food allergens, and implement procedures to prevent crosscontact. ● I can explain the importance of a HACCP

Essential Questions: ● How do all the small details of food safety— like washing your hands and storing ingredients correctly—add up to protect a customer's health and a business's reputation? ● How does earning a food safety certification make me a more attractive candidate?

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Restaurant Management & Entrepreneurship Unit 4

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(Hazard Analysis Critical Control Point) system and identify its key principles.

I can describe proper procedures for cleaning and sanitizing food contact surfaces and equipment.

I can identify the correct way to receive and store different types of food to maintain their safety and quality.

I can outline an effective pest management plan to prevent pests from entering the establishment and control any infestations.

I can explain the roles of key government agencies, such as the FDA, in regulating food safety.

Learning Activities: ● Servsafe self paced course: Students self pace the watching of videos to learn basic knowledge for ServSafe exam. ○ Students can gauge their mastery of video content through a series of practice quizzes. ○ Teacher will provide study guides and more detailed instruction as needed.

■ Certification Readiness – Comprehensive study guide review to master food safety regulations and manager-level responsibilities.

■ Digital Knowledge Checks – High-speed review using Kahoot and Quizlet to build recall for technical food safety data.

■ Practice Board Exams – Mock certification quizzes designed to mirror the actual exam environment and build testing stamina.

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Advanced Culinary Internship

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Advanced: Culinary Internship ADVANCED: Culinary Internship Want to get a competitive edge in the culinary world?

This internship provides invaluable opportunities to meet and work with professionals in the industry, opening doors for your future career.

There are two paths to choose from to gain real world experience. Become a Mentor: gain leadership skills by helping to teach students in our foundational culinary classes. Work in a Professional Kitchen: Get hands-on experience in a local establishment to develop skills in a professional culinary environment.

Enroll in SKILLS USA 1-45 Lessons (these two units run side by side)

Enroll in Apprenticeship 2-44 Lessons (these two units run side by side)

Want to get a head start on your culinary career? First, we leverage a Let’s apply and strengthen your culinary skills by enrolling in a realnational organization — SkillsUSA — to strengthen essential skills world internship experience. Choose from the following options: 1. Become a mentor and teach in our foundational culinary like teamwork, communication, and professionalism for the culinary field. Throughout this course, gain a competitive edge by networking courses, honing your leadership and communication skills while guiding developing chefs. OR with industry professionals and building leadership abilities that can 2. Work in a professional kitchen with one of our local restaurant lead to invaluable job opportunities, scholarships, and future success in the culinary industry. partners, where you'll gain invaluable hands-on experience, master diverse techniques, and adapt to the fast-paced demands of the industry.

Throughout the apprenticeship, we learn how to showcase skills, certifications, and techniques learned to help with professional networking opportunities, and a competitive edge essential for a successful career.

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Advanced: Culinary Internship Unit 1

Course Name: Culinary Internships Unit 1 Title: Enroll in Skills USA

Est. # of Lessons: 1-45

Unit Overview: Want to get a head start on your culinary career? First, we leverage a national organization — SkillsUSA — to strengthen essential skills like teamwork, communication, and professionalism for the culinary field. Throughout this course, gain a competitive edge by networking with industry professionals and building leadership abilities that can lead to invaluable job opportunities, scholarships, and future success in the culinary industry.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 1.2.3 Apply communication skills in school, community and workplace settings and with diverse populations. ● 1.2.4 Demonstrate teamwork skills in school, community and workplace settings and with diverse populations. ● 1.2.6 Demonstrate leadership skills and abilities in school, workplace and community settings. ● 1.2.8 Demonstrate employability skills, work ethics, and professionalism. ● 10.4.7 Apply time and work management skills to facility service tasks. ● 13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication. ● 13.3.3 Demonstrate effective listening and feedback techniques. ● 13.5 Demonstrate teamwork and leadership skills in the family, workplace, and community. ● 13.6.4 Demonstrate ethical behavior in family, workplace, and community settings.

● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

●

A chef’s reputation and professional relationships will follow them throughout their career. Building and nurturing professional connections is as vital as their technical skills for career advancement.

Knowledge

● How can the people I meet today help me get the job I want tomorrow? ● How does my behavior and attitude in networking opportunties affect my reputation with future employers and mentors?

Skills (Framed as Learning Targets)

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Advanced: Culinary Internship Unit 1 ● ● ● ●

Code of conduct and expectations Resume writing Leadership Competitions

Key Vocabulary: SkillsUSA, mission, creed, pledge, motto, emblem, leadership, teamwork, professionalism, competition, framework, partnership, parliamentary procedure, code of conduct, resume, portfolio

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● ● ● ● ●

I can explain the mission and purpose of SkillsUSA and how it applies to my personal and professional life.

I can demonstrate professional communication skills, including a confident introduction, a firm handshake, and clear public speaking.

I can dress professionally and maintain a polished personal appearance for any professional or competitive event.

I can effectively collaborate with a team to solve a technical problem and achieve a common goal.

I can read and interpret competition rules to ensure my project or performance meets all required technical standards.

I can safely and efficiently use the tools and techniques required to complete a specific task in my chosen field.

I can apply critical thinking and problemsolving skills to overcome unforeseen challenges during a project or competition.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

SkillsUSA Culinary Competition: ○ Technical Knowledge & Portfolio: Complete a professional industry exam and submit a career-ready resume and portfolio. ○ Foundational Skill Performance: Demonstrate precision through timed knife cuts (Batonnet, Julienne) and protein fabrication. ○ Culinary Production & Plating: Execute a multi-course menu within strict "service windows" focusing on flavor, temperature, and presentation. ○ Professionalism & Sanitation: Maintain a continuous "clean-asyou-go" workflow while adhering to strict safety and uniform standards.

Formative Assessment ● Job Skill Demonstration: Perform and explain a culinary technique (like tempering chocolate or carving a bird) to a panel, focusing on clear verbal communication and visual aids. ● Extemporaneous Speaking: Deliver a timed, 3-to-5-minute speech on a culinary industry prompt provided just minutes before presenting, demonstrating mental agility and public speaking. ● Quiz Bowl & Chapter Business: Compete in teams to test rapid-fire knowledge of food safety, culinary math, and parliamentary procedure used to run professional meetings. ● Employment Application Process: Participate in mock interviews and submit a professional portfolio to demonstrate readiness for highlevel management or sous-chef roles.

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Advanced: Culinary Internship Unit 1 STAGE 3: LEARNING PLAN First Topic: SkillsUSA leader

Estimated # of Lessons: 1-45

Learning Targets: ● I can explain the mission and purpose of SkillsUSA and how it applies to my personal and professional life. ● I can demonstrate professional communication skills, including a confident introduction, a firm handshake, and clear public speaking. ● I can dress professionally and maintain a polished personal appearance for any professional or competitive event. ● I can effectively collaborate with a team to solve a technical problem and achieve a common goal. ● I can read and interpret competition rules to ensure my project or performance meets all required technical standards. ● I can safely and efficiently use the tools and techniques required to complete a specific task in my chosen field. ● I can apply critical thinking and problemsolving skills to overcome unforeseen challenges during a project or competition.

Essential Questions: ● How can the people I meet today help me get the job I want tomorrow? ● How does my behavior and attitude in networking opportunties affect my reputation with future employers and mentors?

Learning Activities: ● Competitive events in skilled trades and leadership ● Leadership training and officer development ● Chapter meetings and parliamentary procedure ● Community service projects using technical skills ● Conferences and networking events ● Mock interviews and resume workshops

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Advanced: Culinary Internship Unit 2

Course Name: Culinary Internship Unit 2 Title: Enroll in Internship

Est. # of Lessons: 2-44

Unit Overview: Let’s apply and strengthen your culinary skills by enrolling in a real-world internship experience. Choose from the following options: 1. Become a mentor and teach in our foundational culinary courses, honing your leadership and communication skills while guiding developing chefs. OR 2. Work in a professional kitchen with one of our local restaurant partners, where you'll gain invaluable hands-on experience, master diverse techniques, and adapt to the fast-paced demands of the industry.

Throughout the apprenticeship, we learn how to showcase skills, certifications, and techniques learned to help with professional networking opportunities, and a competitive edge essential for a successful career.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 1.2.3 Apply communication skills in school, community and workplace settings and with diverse populations. ● 1.2.4 Demonstrate teamwork skills in school, community and workplace settings and with diverse populations. ● 1.2.6 Demonstrate leadership skills and abilities in school, workplace and community settings. ● 1.2.8 Demonstrate employability skills, work ethics, and professionalism. ● 9.2.5 Demonstrate practices and procedures that assure personal and workplace health and hygiene. ● 10.4.7 Apply time and work management skills to facility service tasks. ● 13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication. ● 13.3.3 Demonstrate effective listening and feedback techniques. ● 13.5 Demonstrate teamwork and leadership skills in the family, workplace, and community. ● 13.6.4 Demonstrate ethical behavior in family, workplace, and community settings.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); and

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Advanced: Culinary Internship Unit 2 ● Develop a portfolio of accomplishments that highlight employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners) Understandings ● A chef’s reputation and professional relationships will follow them throughout their career. Building and nurturing professional connections is as vital as their technical skills for career advancement. ● MENTORSHIP ONLY: Guiding aspiring chefs strengthens leadership and communication abilities as well as deepens one’s own mastery of culinary skills. ● INTERNSHIP ONLY: The fast-paced and high-pressure professional kitchen environment forces growth to master techniques, manage their time, and build resilience.

Knowledge GENERAL ● Building professional relationships ● Value of a professional network ● Skills for job opportunities MENTORSHIP ● Strengthening leadership skills ● Deepening culinary mastery ● Sharpening personal abilities INTERNSHIP ● Mastering new techniques ● Improving time management ● Adapting to pace Key Vocabulary: Reputation, Professional Relationships, Networking, Career Advancement, Resilience, Mentor, Mentee, Accountability, Internship, Technical Skills, Time Management, Adaptability

Essential Questions ● How will the skills I earn during this internship translate into job opportunities and professional connections after I graduate? ● MENTORSHIP ONLY: How will mentoring others sharpen my own culinary skills and leadership abilities? ● INTERNSHIP ONLY: How does adapting to a professional kitchen's pace and demands grow my skills?

Skills (Framed as Learning Targets) GENERAL ● I can build and nurture professional relationships that will benefit my career throughout my life. ● I can understand how professional connections are as important as technical skills for career advancement. ● I can explain how the skills I earn from this experience will translate into future job opportunities.

MENTORSHIP ● I can strengthen my leadership and communication abilities by guiding and teaching aspiring chefs. ● I can deepen my own mastery of culinary skills by demonstrating and explaining techniques to others. ● I can articulate how my role as a mentor has sharpened my own culinary expertise and leadership abilities.

INTERNSHIP

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Advanced: Culinary Internship Unit 2 ● I can master new culinary techniques by working in a fast-paced, professional kitchen environment. ● I can improve my time management skills and build resilience by adapting to the highpressure demands of a professional kitchen. ● I can explain how adapting to a professional kitchen's pace has grown my skills.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Final portfolio: ○ GENERAL & MENTORSHIP: ■ Compilation of lessons with reflections ■ Resume ■ Reflection paper ○ GENERAL & INTERNSHIP: ■ Recipe book with pictures of you completing said recipe (minimum 5) ■ Resume ■ Reflection paper

● Check points throughout semester and graded with a rubric

STAGE 3: LEARNING PLAN First Topic: Enrollment and participation

Estimated # of Lessons: 2-44

Learning Targets: GENERAL ● I can build and nurture professional relationships that will benefit my career throughout my life. ● I can understand how professional connections are as important as technical skills for career advancement. ● I can explain how the skills I earn from this experience will translate into future job opportunities.

Essential Questions: ● How will the skills I earn during this internship translate into job opportunities and professional connections after I graduate? ● MENTORSHIP ONLY: How will mentoring others sharpen my own culinary skills and leadership abilities? ● INTERNSHIP ONLY: How does adapting to a professional kitchen's pace and demands grow my skills?

MENTORSHIP ● I can strengthen my leadership and communication abilities by guiding and teaching aspiring chefs. ● I can deepen my own mastery of culinary

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Advanced: Culinary Internship Unit 2 skills by demonstrating and explaining techniques to others. ● I can articulate how my role as a mentor has sharpened my own culinary expertise and leadership abilities.

INTERNSHIP ● I can master new culinary techniques by working in a fast-paced, professional kitchen environment. ● I can improve my time management skills and build resilience by adapting to the high-pressure demands of a professional kitchen. ● I can explain how adapting to a professional kitchen's pace has grown my skills.

Learning Activities: ● GENERAL & MENTORSHIP: ○ Developing lessons and notes to teach, then making a digital portfolio ○ Resume writing: analyzing parts of a resume and how to format and word. ○ Reflection paper: targeted questions to evaluate the semester step by step. ● GENERAL & INTERNSHIP: ○ Developing recipes to use within the establishment, taking pictures, all to create a final recipe book. ○ Resume writing: analyzing parts of a resume and how to format and word ○ Reflection paper: targeted questions to evaluate the semester step by step.

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Arts, Entertainment & Design Cluster

Fashion Design FASHION DESIGN COURSE # 629 0.5 credit (FVA, STEM) We dive into the creative world of fashion design and discover how clothing tells stories about who we are and the times we live in. We explore how fashion has evolved throughout history, learn to distinguish between passing fads and timeless classics, and examine how culture and sustainability shape what we wear. We then apply the elements and principles of design while developing our sketching skills to bring original fashion ideas to life on paper. We also get hands-on experience with both hand sewing and machine sewing. This course is perfect for anyone interested in pursuing careers in fashion, design, textiles, or art.

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Fashion Design Fashion Design: Semester Course Every piece of clothing tells a story—about the person wearing it, the culture that shaped it, and the moment in history it came from. In this course, we uncover those stories while learning to create our own. We explore how fashion has evolved over time, distinguish between fleeting fads and enduring classics, and examine how design choices reflect identity and values. We then bring our ideas to life through professional sketching techniques and hands-on sewing—both by hand and machine. By the end, we'll have designed and constructed original pieces while building skills that connect to careers in fashion, design, textiles, and art.

Unit 1: History and Foundations: The Story Behind the Style 12 Days

Unit 2: Design and Sketching: From Imagination to Illustration 16 Days

Fashion is more than fabric—it's a reflection of who we are and where we come from. We begin our journey by exploring how fashion has evolved across time, shaped by culture, technology, and social movements. Along the way, we investigate the environmental impact of our clothing choices and consider what it means to be a thoughtful consumer.

Understanding fashion's past and present gives us a foundation for creating designs that are both meaningful and intentional.

With a foundation in fashion's history and purpose, we now turn to the creative process itself. How do designers take an idea that exists only in their imagination and communicate it to others? We explore the elements and principles of design—not just as rules to follow, but as tools that help us create garments that look and feel a certain way. Using croquis as guides, we practice sketching techniques that bring our ideas to life on paper, experimenting with color, texture, and proportion. We also reflect on when design principles serve our creativity—and when breaking them opens new possibilities.

Unit 3: Sewing: Hands-On Construction 17 days

Designs on paper are full of possibility—but making them real is where the learning deepens. We build foundational skills in hand stitching and machine sewing, learning to work safely and confidently with tools, fabrics, and techniques. Along the way, we discover that quality comes from intention and attention—the small choices that elevate our work. By the end of this unit, we experience the satisfaction of holding something we imagined, designed, and constructed with our own hands.

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Fashion Design Unit 1 Course Name: Fashion Design Est. # of Lessons: 12 Unit 1 Title: History and Foundations: The Story Behind the Style Unit Overview: Fashion is more than fabric—it's a reflection of who we are and where we come from. We begin our journey by exploring how fashion has evolved across time, shaped by culture, technology, and social movements. Along the way, we investigate the environmental impact of our clothing choices and consider what it means to be a thoughtful consumer. Understanding fashion's past and present gives us a foundation for creating designs that are both meaningful and intentional.

STAGE 1: DESIRED RESULTS Established Goals ● 16.3.8: Evaluate the impact of history of design and designers, arts and culture, trend setters, and global influences on textiles, fashion, and apparel. ● 16.2.1: Apply appropriate terminology for identifying, comparing, and analyzing the most common generic textile fibers and fabrics.

Transfer Goals

● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners). ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● The fashion cycle helps us to predict how styles emerge, peak, decline, and sometimes return. ● Fashion reflects the culture, technology, and social values of its time. ● Sustainable practices in fashion are essential for environmental and social responsibility.

● How does fashion reflect culture, technology, values and lifestyles of different time periods? ● What role does sustainability and fast fashion play in the fashion industry? ● How can understanding the fashion cycle help consumers and designers make better choices?

Knowledge

Skills (Framed as Learning Targets)

● Fads are temporary and change quickly ● Classics are enduring styles that remain popular over decades.

● I can explain the difference between fashion fads and classics. ● I can describe trends throughout fashion

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Fashion Design Unit 1 ● Fashion trends of the 20th century. ● Fast fashion vs slow fashion.

Key Vocabulary: fads, classics, fashion cycle, fast fashion, slow fashion, sustainability, haute couture, avant garde

history. ● I can identify how culture, technology, and society influence fashion. ● I can discuss how sustainability impacts the future of fashion. ● I can recognize how fashion reflects different time periods and lifestyles.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

History of Fashion Presentation: A presentation highlighting a decade of fashion in the 20th century including major styles, cultural influences, and key trends from the time period.

● Fads vs Classics Portfolio Assignment: Define fads and classics and what influences the fashion cycle. Create a visual representation. ● Yearbooks exploration: Explore yearbooks to identify key trends and fads.

STAGE 3: LEARNING PLAN First Topic: Fads and Classics

Estimated # of Lessons: 4

Learning Targets: ● I can explain the difference between fashion fads and classics.

Essential Question: ● How does fashion reflect culture, technology, values and lifestyles of different time periods?

Learning Activities: ● What’s your design style? Collage to represent your style What are fads vs classics? Group brainstorming ● Fads vs Classics collage to define the two terms.

Second Topic: The History of Fashion

Estimated # of Lessons: 5

Learning Targets: ● I can describe trends throughout fashion history. ● I can identify how culture, technology, and society influence fashion. ● I can recognize how fashion reflects different time periods and lifestyles.

Essential Questions: ● How does fashion reflect culture, technology, values and lifestyles of different time periods? ● What role does sustainability and fast fashion play in the fashion industry? ● How can understanding the fashion cycle help consumers and designers make better choices?

Learning Activities: ● Yearbooks exploration

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Fashion Design Unit 1 ● Sorting challenge put the fads in order by year ● History of Fashion Presentation Third Topic: Fast Fashion vs Sustainability

Estimated # of Lessons: 1

Learning Targets: ● I can discuss how sustainability impacts the future of fashion.

Essential Questions: ● What role does sustainability and fast fashion play in the fashion industry?

Learning Activities: ● Fast Fashion vs Sustainability activity

365

Fashion Design Unit 2 Course Name: Fashion Design Est. # of Lessons: 16 Unit 2 Title: Design and Sketching: From Imagination to Illustration Unit Overview: With a foundation in fashion's history and purpose, we now turn to the creative process itself. How do designers take an idea that exists only in their imagination and communicate it to others? We explore the elements and principles of design—not just as rules to follow, but as tools that help us create garments that look and feel a certain way. Using croquis as guides, we practice sketching techniques that bring our ideas to life on paper, experimenting with color, texture, and proportion. We also reflect on when design principles serve our creativity—and when breaking them opens new possibilities.

STAGE 1: DESIRED RESULTS Established Goals ● 16.3.5: Generate design that demonstrates consideration for ecological, environmental, ethnic, sociological, psychological, technical, and economic trends and issues. ● 16.4.1: Demonstrate professional skills in using traditional and technologically innovative equipment, tools, and supplies in textiles, fashion, and apparel construction, alteration, repair, and recycling. ● 16.3.3: Utilize elements and principles of design in designing, constructing, and/or altering textiles, fashion, and apparel. ● 16.3.1: Explain the ways in which fiber, fabric, texture, pattern, and finish can affect visual appearance Understandings ● The design elements and principles influence the mood, style, and visual appeal of a garment. ● Croquis help designers maintain proportions and expedite the sketching process. ● Effective sketching communicates design ideas clearly and can guide the garment construction process.

Transfer Goals

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Essential Questions ● How do the elements and principles of design influence how a garment looks and feels? ● How do designers communicate ideas that exist only in their imagination? ● When do design "rules" help creativity—and when do they limit it?

Knowledge

Skills (Framed as Learning Targets)

● Elements of design-line, shape, color, texture, and space—are the foundational

● I can identify and apply the elements and principles of design to create a specific mood

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Fashion Design Unit 2 aspects that you can control as a designer ● Principles of design guide how to use the elements of design to create aesthetically appealing designs. ● How to draw a fashion croqui ● Sketching techniques that allow for realistic depictions - such as shading, adding details, drawing folds and drapes.

Key Vocabulary: balance, rhythm, emphasis, proportion, scale and harmony, line, shape, color, texture, and space

or feeling. ● I can use croquis as a guide to keep my designs balanced and realistic in proportion and scale. ● I can create fashion sketches that clearly communicate my design ideas to others. ● I can experiment with color, texture, and fabric choices to enhance designs. ● I can explain how design choices affect both the visual appearance and emotional impact of a garment. ● I can reflect on when design principles guide my creativity and when I choose to break from them.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Designing for the Future Fashion Sketch: Fashion sketch with a focus on functionality and sustainability. Drawing and description. ● Digital Flat Lay: Design an outfit that demonstrates the elements and principles.

Digital collage with written caption describing the use of elements and principles.

● Inspiration Sketch: Identify an inspiration source and use sketching techniques to design an outfit. ● Costume Sketch: Use sketching techniques to design a costume based on a chosen theme or idea. ● Tie-Dye a Color Scheme: Choose a color scheme and tie-dye a clothing item to show how the colors work together.

STAGE 3: LEARNING PLAN First Topic: Elements

Estimated # of Lessons: 7

Learning Targets: ● I can identify and apply the elements and principles of design to create a specific mood or feeling. ● I can experiment with color, texture, and fabric choices to enhance designs. ● I can explain how design choices affect both the visual appearance and emotional impact of a garment.

Essential Question: ● How do the elements and principles of design influence how a garment looks and feels? ● When do design "rules" help creativity—and when do they limit it?

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Fashion Design Unit 2 Learning Activities: ● Introduction to the elements of design lesson and notes ● Found items quick challenge (toilet paper outfits, newspaper outfits) ● Color theory lesson and notes ● Color schemes lesson ● Create a non-traditional color wheel ● Elements foldable- Define the elements of design with text and a visual Second Topic: Principles

Estimated # of Lessons: 5

Learning Targets: ● I can identify and apply the elements and principles of design to create a specific mood or feeling. ● I can experiment with color, texture, and fabric choices to enhance designs. ● I can explain how design choices affect both the visual appearance and emotional impact of a garment. ● I can reflect on when design principles guide my creativity and when I choose to break from them.

Essential Questions: ● How do the elements and principles of design influence how a garment looks and feels? ● When do design "rules" help creativity—and when do they limit it?

Learning Activities: ● Introduction to the principles of design lesson and notes ● Principles Foldable- Define the principles of design with a visual ● Digital Flat Lay- a digital collage of an outfit that demonstrates the elements and principles.

Third Topic: Sketching

Estimated # of Lessons: 6

Learning Targets: ● I can identify and apply the elements and principles of design to create a specific mood or feeling. ● I can use croquis as a guide to keep my designs balanced and realistic in proportion and scale. ● I can create fashion sketches that clearly communicate my design ideas to others. ● I can experiment with color, texture, and fabric choices to enhance designs. ● I can explain how design choices affect both the visual appearance and emotional impact of a garment. ● I can reflect on when design principles guide my creativity and when I choose to break from them.

Essential Questions: ● How do the elements and principles of design influence how a garment looks and feels? ● How do designers communicate ideas that exist only in their imagination?

368

Fashion Design Unit 2 Learning Activities: ● Sketching Demo and Sketching Techniques Lesson ● Making and Using a Croqui Lesson + Sketching Practice ● Costume Sketch ● Inspiration Sketch ● Designing for the Future Fashion Sketch- Focus on functionality and sustainability ● Daily quick sketch- each day sketch a small representation of various garment parts

369

Fashion Design Unit 3 Course Name: Fashion Design Unit 3 Title: Sewing: Hands-On Construction

Est. # of Lessons: 17

Unit Overview: Designs on paper are full of possibility—but making them real is where the learning deepens. We build foundational skills in hand stitching and machine sewing, learning to work safely and confidently with tools, fabrics, and techniques. Along the way, we discover that quality comes from intention and attention—the small choices that elevate our work. By the end of this unit, we experience the satisfaction of holding something we imagined, designed, and constructed with our own hands.

STAGE 1: DESIRED RESULTS Established Goals ● 16.4.1: Demonstrate professional skills in using traditional and technologically innovative equipment, tools, and supplies in textiles, fashion, and apparel construction, alteration, repair, and recycling. ● 16.3.1: Explain the ways in which fiber, fabric, texture, pattern, and finish can affect visual appearance ● 16.3.3: Utilize elements and principles of design in designing, constructing, and/or altering textiles, fashion, and apparel.

Transfer Goals

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings

Essential Questions

● Safe and proper use of sewing equipment is essential to prevent injury and protect materials. ● Mastering basic hand and machine sewing techniques will enable you to create a variety of functional and creative textile projects. ● Attention to detail, neatness, and craftsmanship directly impacts the appearance and durability of sewing projects. ● Developing sewing skills requires practice, patience, and understanding of techniques and tools.

● What happens when a design moves from paper to fabric? ● In what ways do neatness and craftsmanship affect the quality and durability of a finished sewing project? ● How do the limits of construction shape what's possible in design?

Knowledge

Skills (Framed as Learning Targets)

370

Fashion Design Unit 3 ● Methods for measuring, cutting, and preparing fabric before sewing ● Types of basic hand stitches ● Sewing supplies and notions ● Names and functions of sewing machine parts ● Safety rules for using a sewing machine ● Techniques for guiding fabric through a sewing machine evenly and accurately Vocabulary: needle, presser foot, bobbin, feed dogs, thread take up, running stitch, backstitch, whipstitch, slip stitch, seam ripper, thimble, shears, seam allowance

● I can identify sewing notions, supplies, and parts of the sewing machine. ● I can demonstrate basic hand sewing stitches. ● I can safely and correctly use a sewing machine. ● I can complete sewing projects that demonstrate attention to detail and intentional craftsmanship. ● I can explain how construction techniques and material properties influence design possibilities.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Tote Bag/ Backpack Project: Use a sewing machine to make either a tote back or a drawstring backpack

● Hand Sewing Project: Apply hand stitches by creating a sweater ornament or a keychain

STAGE 3: LEARNING PLAN First Topic: Hand Sewing

Estimated # of Lessons:

Learning Targets: ● I can identify sewing notions, supplies, and parts of the sewing machine. ● I can demonstrate basic hand sewing stitches. ● I can complete sewing projects that demonstrate attention to detail and intentional craftsmanship. ● I can explain how construction techniques and material properties influence design possibilities.

Essential Questions: ● What happens when a design moves from paper to fabric? ● In what ways do neatness and craftsmanship affect the quality and durability of a finished sewing project? ● How do the limits of construction shape what's possible in design?

Learning Activities: ● Sewing supplies and notions identification ● Practice hand stitches- Running Stitch, Back Stitch, Whip, Slip stitch, Sewing on a button ● Hand Sewing Project (sweater ornament or key chain) Second Topic: Sewing Machine

Estimated # of Lessons:

371

Fashion Design Unit 3 Learning Targets: ● I can identify sewing notions, supplies, and parts of the sewing machine. ● I can safely and correctly use a sewing machine. ● I can complete sewing projects that demonstrate attention to detail and intentional craftsmanship. ● I can explain how construction techniques and material properties influence design possibilities.

Essential Questions: ● What happens when a design moves from paper to fabric? ● In what ways do neatness and craftsmanship affect the quality and durability of a finished sewing project? ● How do the limits of construction shape what's possible in design?

Learning Activities: ● Labeling the sewing machine ● Sewing machine maze practice ● Threading the machine practice ● Tote Bag/ Backpack Project

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Interior Design INTERIOR DESIGN COURSE # WHN303

0.5 credit (FVA, STEM)

In this course, we'll learn how to transform spaces into beautiful, functional places where people love to live. We explore different design styles, discover what makes buildings unique, and master the building blocks of great design—things like color, balance, and how to arrange a room. We also get hands-on experience planning floor layouts, working with color schemes, and selecting materials for home interiors. We finally dive into the local real estate market to see how smart design choices can make or break a home sale. This course is perfect for anyone curious about careers in interior design, real estate, architecture, construction, or the arts.

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Housing & Interiors Housing and Interiors: Semester Course Ever walked into a room and instantly felt at home—or completely uncomfortable? That feeling doesn't happen by accident. In this course, we uncover the secrets behind spaces that captivate, learning how designers use color, texture, balance, and arrangement to shape how people feel.

We get hands-on with floor plans, color schemes, and professional 3D design software to bring our ideas to life. We also investigate the local real estate market to see how smart design choices can make or break a home sale. Whether we're dreaming of careers in interior design, real estate, architecture, or the arts—or just want to create spaces we're proud of—this course gives us the tools to make it happen.

Unit 1: Building Blocks of Beautiful Spaces 20 days

Unit 2: Bringing Designs to Life 18 days

Unit 3: Imagining Possibilities of a Property 7 days

What makes one room feel cozy and another feel cold? We begin our journey by exploring what makes buildings architecturally interesting, then dive deep into the essential ingredients of great interior design: space, line, form, texture, color, rhythm, balance, scale, harmony, and emphasis. By the end of this unit, we'll design interior spaces by selecting a style, creating color schemes, and choosing items that bring all the design elements together in a cohesive way..

Now that we understand the building blocks of design, we learn to bring our ideas off the page and into three dimensions. Using scaled floor plans and professional 3D CAD software (Chief Architect), we create realistic digital renderings that let us test our designs before anything is built, show clients exactly what their space will look like, and prove that we can apply the principles and elements of design in practical, professional ways.

Everything we've learned comes together as we investigate how design shapes the real estate market. Analyzing property listings in our area, we examine how layout choices, design styles, and staging strategies affect what buyers think—and how much they're willing to pay.

Through hands-on research and redesign projects, we make real recommendations that could improve a home's function and appeal to potential buyers.

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Housing & Interiors Unit 1 Course Name: Housing and Interiors Unit 1 Title: Building Blocks of Beautiful Spaces

Est. # of Lessons: 20

Unit Overview: What makes one room feel cozy and another feel cold? We begin our journey by exploring what makes buildings architecturally interesting, then dive deep into the essential ingredients of great interior design: space, line, form, texture, color, rhythm, balance, scale, harmony, and emphasis. By the end of this unit, we'll design interior spaces by selecting a style, creating color schemes, and choosing items that bring all the design elements together in a cohesive way.

STAGE 1: DESIRED RESULTS Established Goals ● 11.2.1: Evaluate the use of elements and principles of design in housing and commercial and residential interiors. ● 11.2.2: Analyze the psychological impact that the principles and elements of design have on the individual. ● 11.2.3: Analyze the effects that the principles and elements of design have on aesthetics and function ● 11.3.1: Analyze product information, including but not limited to floor coverings, wall coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and bath fixtures and equipment. ● 11.7.4: Utilize a variety of presentation media including drawings, photography, video, computer, and software for client presentations. ● 11.5.4: Compare and contrast historical architectural details to current housing and interior design trends.

Transfer Goals ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, SelfDirected Learners)

Understandings

Essential Questions

● Interior decisions are motivated by exterior architectural styles and structures as well the needs and wants of the client. ● The elements and principles of interior design are the basis to tell a cohesive story in a physical space.

● What makes a space feel "right"—and how do designers create that feeling intentionally? ● How do color, texture, and arrangement influence how we feel in a room? ● How do I imagine and create a design that captures what the client wants that is functional in the space?

Knowledge

Skills (Framed as Learning Targets)

375

Housing & Interiors Unit 1 ● Exterior design styles ● Interior design styles ● Elements of design-line, shape, color, texture, and space—are the foundational aspects of interior spaces that you can control as a designer ● Principles of design guide how to use the elements of design to create spaces that are aesthetically appealing. ● How furnishings, lighting, and accessories contribute to the overall style and functionality of the space

● I can compare architectural and interior design styles to identify defining features of each. ● I can analyze how design choices affect both how a space functions and how it feels. ● I can select materials, furnishings, and color schemes that support the intended style and function of a space. ● I can create a design that effectively uses the elements and principles of design. ● I can present and justify my design choices using appropriate design vocabulary.

Key Vocabulary: balance, rhythm, emphasis, proportion, scale and harmony, line, shape, color, texture, and space STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Design Board and Presentation: Create and present a visual representation of a design for a client including color choices, materials, furnishings

● Design and architectural features styles quiz ● Elements of Design - identifying elements of design ● Design your own color wheel ● Use a color scheme to create digital flat lay design ● Create a client interview template

STAGE 3: LEARNING PLAN First Topic: Design Styles and Architectural Features

Estimated # of Lessons: 4

Learning Targets: ● I can compare architectural and interior design styles to identify defining features of each. ● I can analyze how design choices affect both how a space functions and how it feels.

Essential Question: ● What makes a space feel "right"—and how do designers create that feeling intentionally?

Learning Activities: ● Architectural elements, design styles and furniture styles visual glossary ● Design and architectural features styles quiz ● Interior Design Style Makeover - Take an existing design and change select elements to shift the mood, feeling and style.

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Housing & Interiors Unit 1 Second Topic: Elements, Principles and Function

Estimated # of Lessons: 10

Learning Targets: ● I can analyze how design choices affect both how a space functions and how it feels. ● I can select materials, furnishings, and color schemes that support the intended style and function of a space. ● I can create a design that effectively uses the elements and principles of design.

Essential Questions: ● What makes a space feel "right"—and how do designers create that feeling intentionally? ● How do color, texture, and arrangement influence how we feel in a room?

Learning Activities: ● Elements of Design lesson and notes ● Elements of Design - identifying elements of design in room designs ● The power of color lesson- color personality and psychology ● Create your own color wheel ● Color mixing with paint - tone, tints, shades ● Use a color scheme to create digital flat lay (collage) design ● Principles of Design lesson and notes ● Lighting lesson and activity

Third Topic: Design Board

Estimated # of Lessons: 5

Learning Targets: ● I can analyze how design choices affect both how a space functions and how it feels. ● I can select materials, furnishings, and color schemes that support the intended style and function of a space. ● I can create a design that effectively uses the elements and principles of design. ● I can present and justify my design choices using appropriate design vocabulary.

Essential Questions: ● What makes a space feel "right"—and how do designers create that feeling intentionally? ● How do color, texture, and arrangement influence how we feel in a room? ● How do I imagine and create a design that captures what the client wants that is functional in the space?

Learning Activities: ● Create a client interview template ● Students will design a space for a client. Create and present a design board that displays visual and function aspects.

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Housing & Interiors Unit 2 Course Name: Housing and Interiors Unit 2 Title: Bringing Designs to Life

Est. # of Lessons: 18

Unit Overview: Now that we understand the building blocks of design, we learn to bring our ideas off the page and into three dimensions. Using scaled floor plans and professional 3D CAD software (Chief Architect), we create realistic digital renderings that let us test our designs before anything is built, show clients exactly what their space will look like, and prove that we can apply the principles and elements of design in practical, professional ways.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 11.4.3: Draft an interior space to scale using architecture symbols. ● 11.4.4: Arrange furniture placement with reference to principles of design, traffic flow, activity, and existing architectural features. ● 11.4.6: Demonstrate graphic communication skills (CAD, PowerPoint, sketching). ● 11.7.6: Create floor plans using architectural drafting skills and computer aided design software.

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners)

Understandings

Essential Questions

● Drafting an interior space to scale allows designers to accurately represent and plan a space before it is built or furnished. ● Furniture placement requires the consideration of design principles, traffic flow, activities, and architectural features to create functional and comfortable spaces.

● How does translating a design from imagination to precise measurements change how we think about space? ● What gets lost—or discovered—when we move from sketching ideas to building digital models?

Knowledge

Skills (Framed as Learning Targets)

● Industry standards and building codes dictate various floor planning choices. ● Architectural symbols are used to represent walls, doors, windows, and other features in scaled drawings. ● Drafting to scale ensures that dimensions are accurate and proportional to the real space.

● I can evaluate traffic flow, activities, and existing architectural features to create functional and efficient layouts. ● I can create a scaled and dimensioned floor plan by hand using architectural symbols. ● I can create a scaled floor plan and 3D rendering using CAD software.

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Housing & Interiors Unit 2 ● Furniture placement impacts traffic flow, activity areas, and overall functionality.

● I can use digital visualizations to communicate design ideas and demonstrate how elements and principles of design are applied.

Key Vocabulary: Floor Plan, Architectural Symbols, Architectural Scale, Industry Standards, Dimensions, Traffic Flow, ¼ inch scale

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Sketch a Detailed Floor Plan: using pencil and ruler ● CAD 3D design: digital floor plan and 3d rendering

● “Cut out” floor plan practice ● CAD practice design

STAGE 3: LEARNING PLAN First Topic: Floor Planning Basics

Estimated # of Lessons: 5

Learning Targets: ● I can evaluate traffic flow, activities, and existing architectural features to create functional and efficient layouts.

Essential Question: ● How does translating a design from imagination to precise measurements change how we think about space? ● What gets lost—or discovered—when we move from sketching ideas to building digital models?

Learning Activities: ● Lesson on effective floor plans ● “Cut out” floor plan practice- analyze for traffic flow, activities, and existing architectural features

Second Topic: Floor Planning by Hand

Estimated # of Lessons: 5

Learning Targets: ● I can evaluate traffic flow, activities, and existing architectural features to create functional and efficient layouts. ● I can create a scaled and dimensioned floor plan by hand using architectural symbols.

Essential Questions: ● How does translating a design from imagination to precise measurements change how we think about space? ● What gets lost—or discovered—when we move from sketching ideas to building digital models?

Learning Activities: ● Architectural symbols, scale lesson ● Floor planning on paper lesson and practice ● Sketch a detailed floor plan using pencil and ruler

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Housing & Interiors Unit 2 Third Topic: Floor Planning with CAD

Estimated # of Lessons: 8

Learning Targets: ● I can evaluate traffic flow, activities, and existing architectural features to create functional and efficient layouts. ● I can create a scaled floor plan and 3D rendering using CAD software. ● I can use digital visualizations to communicate design ideas and demonstrate how elements and principles of design are applied.

Essential Questions: ● How does translating a design from imagination to precise measurements change how we think about space? ● What gets lost—or discovered—when we move from sketching ideas to building digital models?

Learning Activities: ● CAD software tutorials and practice ● Creating a 3D design to present to a client using CAD

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Housing & Interiors Unit 3 Course Name: Housing and Interiors Unit 3 Title: Imagining Possibilities of a Property

Est. # of Lessons: 8

Unit Overview: Everything we've learned comes together as we investigate how design shapes the real estate market. Analyzing property listings in our area, we examine how layout choices, design styles, and staging strategies affect what buyers think—and how much they're willing to pay. Through hands-on research and redesign projects, we make real recommendations that could improve a home's function and appeal to potential buyers.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 11.6.1: Assess financial resources needed to improve interior space. ● 11.6.2: Assess client's community, family, and financial resources needed to achieve housing and interior design goals. ● 11.6.3: Assess a variety of available resources for housing and interior design, such as evidence-based design that accounts for human factors and issues of human behavior. ● 11.6.4: Critique design plans to address client's needs, goals and resources.

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners)

Understandings

Essential Questions

● Architectural style, layout, color, and furnishings influence how buyers perceive a property. ● Effective use of space, traffic flow, and furniture placement creates comfortable and functional living areas. ● Evaluating a home’s design requires considering the needs and preferences of potential occupants.

● What design choices make people fall in love with a home? ● How do we balance what looks good with how a home functions?

Knowledge

Skills (Framed as Learning Targets)

● Home staging and design choices can increase a property’s marketability and perceived value. ● Real estate listings often highlight design features to attract buyers. ● Evaluating design features requires considering both functionality and visual appeal.

● I can explain how design choices influence a home's marketability and value. ● I can analyze property listings to identify design features that affect buyer perception and home value. ● I can interpret potential buyer needs to guide design recommendations. ● I can interpret client needs and wants to

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Housing & Interiors Unit 3 ● Client needs and lifestyle preferences influence what design features are most desirable.

guide design decisions within set parameters. ● I can make design recommendations that balance improving a home's appeal with realistic budget and resource considerations.

Key Vocabulary: Staging, Marketability, Functionality STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● “Sell This House”: Make design recommendations to improve an existing listing. Use visuals to illustrate your ideas.

● Create a tool to evaluate digital listings and use that tool to evaluate listings and guess the price based on your findings

STAGE 3: LEARNING PLAN First Topic: Exploring and Evaluating Listings

Estimated # of Lessons: 5

Learning Targets: ● I can explain how design choices influence a home's marketability and value. ● I can analyze property listings to identify design features that affect buyer perception and home value.

Essential Question: ● How do I imagine and create a design that captures what the client wants that is functional in the space? ● How do I use the elements and principles of design to help guide decisions? ● How do I explain my ideas using design vocabulary that is relatable to the target audience?

Learning Activities: ● Exploring the current housing market using a guided activity ● Create a tool to evaluate digital listings and use that tool to evaluate listings ● Use the evaluation tool to guess the price of local listings Second Topic: Improving a Listing

Estimated # of Lessons: 3

Learning Targets: ● I can explain how design choices influence a home's marketability and value. ● I can analyze property listings to identify design features that affect buyer perception and home value. ● I can interpret potential buyer needs to guide design recommendations. ● I can interpret client needs and wants to guide design decisions within set parameters.

Essential Question: ● How do I imagine and create a design that captures what the client wants that is functional in the space? ● How do I use the elements and principles of design to help guide decisions? ● How do I explain my ideas using design vocabulary that is relatable to the target audience?

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Housing & Interiors Unit 3 ● I can make design recommendations that balance improving a home's appeal with realistic budget and resource considerations.

Learning Activities: ● “Sell this house” -make design recommendations to improve an existing listing. Use visuals to illustrate your ideas.

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Education Cluster

Child Development CHILD DEVELOPMENT COURSE # WHN200

0.5 Credit (FVA, HUM)

This foundational course is a must-have for anyone considering a career working with kids, or for anyone curious about the science of growing up. First, we examine what makes kids who they are, from the "nature vs. nurture" debate to how family and relationships shape a child's growth. We examine how a baby develops before birth, emphasizing the essential role of prenatal care in promoting the health of the child. Finally, we explore how to help kids from birth to toddler age to discover the world around them. We get a behind-the-scenes look at how kids learn, grow, and play.

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Foundations: Child Development

Foundations: Child Development What made you who you are today? This foundational course is essential for anyone considering a career working with children—or for anyone curious about the science of growing up. We begin by exploring the forces that shape human development, from the "nature vs. nurture" debate to the powerful role of relationships and culture. From there, we trace a baby's hidden journey before birth and examine the critical importance of prenatal care. We then follow that baby into the world, discovering how infants grow, learn, and connect during their remarkable first year.

Finally, we explore the toddler years—a time of walking, talking, and testing limits—where we see how all aspects of development come together.

Along the way, we get a behind-the-scenes look at what children need to thrive and what it truly means to support their growth.

Unit 1: Developmental Influences: Nature, Nurture, and Everything in Between 6-8 Lessons

Unit 2: Prenatal Development: A Baby's Hidden Journey 6-8 Lessons

Unit 3: Infant Development: How Babies Discover the World 12-18 Lessons

Unit 4: Toddler Development: Walking, Talking, and Testing Limits 10-15 Lessons

What forces have shaped us into the people we are today? We launch our journey by exploring factors that influence development—from genetics to relationships, communities, and culture. We dig into the "nature vs. nurture" debate and discover the answer is far more complex than choosing sides. We also

With a deeper understanding of what shapes development, we turn to the remarkable journey that begins before birth. From a single cell, a baby grows in ways both awe-inspiring and fragile.

We trace prenatal development month by month and examine how a parent's health and choices create the first "home"

Now that we understand prenatal development, we follow that baby into the world to explore the first year of life. From day one, infants are active learners— observing, experimenting, and forming connections. We examine physical milestones, intellectual leaps, and socialemotional development while

Building on our understanding of infancy, we explore the transformation between ages one and three. Toddlers develop new physical abilities, make huge intellectual leaps, and navigate complex social-emotional territory— independence, tantrums, and the word "no." We examine how these changes create both amazing abilities

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Foundations: Child Development examine healthy relationships and positive parenting practices. We conclude by creating a visual project illustrating the biggest influences on development for today's children.

for their child. We also explore labor, delivery, and newborn care. We conclude by creating a public service announcement promoting healthy prenatal care.

practicing essential caregiving skills. The unit culminates in the "Real Care" baby simulation—a weekend caring for a computerized infant that reveals the real responsibilities of parenthood.

and unique challenges, explore positive guidance strategies, and evaluate developmentally appropriate toys and activities. We wrap up by planning an ageappropriate birthday party that applies everything we've learned.

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Foundations: Child Development Unit 1 Course Name: Foundations: Child Development Unit 1 Title: Developmental Influences

Est. # of Lessons: 6-8

Unit Overview: What forces have shaped us into the people we are today? We launch our journey by exploring factors that influence development—from genetics to relationships, communities, and culture.

We dig into the "nature vs. nurture" debate and discover the answer is far more complex than choosing sides. We also examine healthy relationships and positive parenting practices. We conclude by creating a visual project illustrating the biggest influences on development for today's children.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 15.1.3: Analyze influences of parenting practices on individuals, families, and society. ● 15.2.1: Analyze nurturing practices that support human growth and development. ● 15.2.2: Apply communication strategies that promote emotional well-being in family members. ● 4.2.3: Analyze cultural and environmental influences when assessing development of children, youth and adults. ● 12.2.1: Analyze the influences of heredity and environment on human growth and development

● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● While genetics provide a foundation, personal choices and environment play a significant role in shaping who they become. ● Each person’s background has been shaped by one’s values, beliefs, and behaviors. ● Identity is a dynamic process, shaped by new experiences and evolving relationships. ● Ensuring a healthy start for every child is not just a family issue, but a collective responsibility. ● Real-world problems are rarely simple and require curiosity, humility, and a willingness to consider multiple viewpoints.

Knowledge

● To what extent do our inherited traits and our experiences determine our life path? Where do we find the space for personal choice? ● How does a community—from your immediate family to your entire city—shape not just who you are, but who you could become? ● What stories and values from your culture do you carry with you, and how do they impact your understanding of the world, for better or for worse?

Skills (Framed as Learning Targets)

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Foundations: Child Development Unit 1 ● Three developmental factors: genetics and physiological, environmental, socio-cultural influences ○ Nature vs nurture ○ Interrelationships of physical, intellectual, social and emotional development ○ The role of relationships ○ Parents role in development

● I can analyze how heredity (nature) and environment (nurture) interact to influence human development. ● I can explain how relationships, communities, and culture shape who we become. ● I can identify characteristics of healthy relationships and positive parenting practices. ● I can reflect on my own development to identify patterns and influences. ● I can communicate my thinking about developmental influences for a target audience.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Visual representation of developmental influences: students create and present a visual project illustrating the biggest forces that have shaped a child's development, incorporating nature vs. nurture, relationships, community, and culture.

● Evaluating your personal development ● Healthy relationships scenarios ● Healthy Relationships public service announcement ● Create your own Parenting License

STAGE 3: LEARNING PLAN First Topic: Developmental Factors

Estimated # of Lessons: 3-4

Learning Targets: ● I can analyze how heredity (nature) and environment (nurture) interact to influence human development. ● I can explain how relationships, communities, and culture shape who we become. ● I can reflect on my own development to identify patterns and influences.

Essential Questions: ● To what extent do our inherited traits and our experiences determine our life path? Where do we find the space for personal choice? ● How does a community—from your immediate family to your entire city—shape not just who you are, but who you could become? ● What stories and values from your culture do you carry with you, and how do they impact your understanding of the world, for better or for worse?

Learning Activities: ● Reflect on personal development through guided questions ● Class lesson and discussion on nature vs. nurture, developmental influence categories (physical, intellectual, social, emotional) with accompanying graphic organizer.

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Foundations: Child Development Unit 1 Second Topic: Healthy Relationships and Positive Parenting

Estimated # of Lessons: 3-4

Learning Targets: ● I can identify characteristics of healthy relationships and positive parenting practices. ● I can communicate my thinking about developmental influences for a target audience.

Essential Questions: ● What stories and values from your culture do you carry with you, and how do they impact your understanding of the world, for better or for worse?

Learning Activities: ● Identify qualities of a healthy relationship through a healthy relationships module followed by indepth class discussion. ● Create and present a public service announcement promoting healthy relationships. ● Create a parenting license to illustrate positive parenting traits.

390

Foundations: Child Development Unit 2

Course Name: Foundations: Child Development Unit 2 Title: Prenatal Development

Est. # of Lessons: 6-8

Unit Overview: With a deeper understanding of what shapes development, we turn to the remarkable journey that begins before birth. From a single cell, a baby grows in ways both awe-inspiring and fragile.

We trace prenatal development month by month and examine how a parent's health and choices create the first "home" for their child. We also explore labor, delivery, and newborn care. We conclude by creating a public service announcement promoting healthy prenatal care.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 15.4.1: Analyze biological processes related to prenatal development, birth, and health of child and mother. ● 15.4.2: Analyze social, emotional, and environmental factors of prenatal development and birth in relation to the health of parents and child.

● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners)

Understandings

Essential Questions

● Prenatal development is a delicate and complex process that is highly susceptible to both genetic and environmental influences. ● A parent's choices and circumstances create the baby's first environment, or "home" which profoundly shapes their health. Factors like nutrition, stress, and exposure to toxins are not just abstract concepts; they directly impact a baby's developing brain and body.

Knowledge ● Parts of the reproductive anatomy that explains how a baby is conceived ● Prenatal care - how environmental factors influence prenatal development ● Stages of development and milestones from ovulation to birth ● Stages of childbirth

● How does a baby's journey from a single cell to a fully-formed infant show us just how precise and fragile human development is? ● In what ways does a parent's health, choices, and environment create the very first "home" for their baby, and what does this mean for a child's future?

Skills (Framed as Learning Targets) ● I can identify parts of the reproductive anatomy and explain how conception occurs. ● I can describe the major milestones of prenatal development from conception to birth. ● I can analyze how a parent's health, choices, and environment affect prenatal

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Foundations: Child Development Unit 2 development. ● I can describe the stages of labor, delivery, and newborn care. ● I can communicate the importance of prenatal care to a target audience.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Promoting Healthy Pregnancy: Create a Prenatal Care Public Service announcement:(video, audio, or visual) that highlights a specific prenatal care topic (healthy diet, foods to avoid, staying active, avoiding alcohol, avoiding drugs, etc) ● Stages of pregnancy presentation: Presentation on one specific month of pregnancy

● Anatomy labeling Quiz - parts of the male and female reproductive system ● Escape the womb - escape game to review pregnancy knowledge ● Childbirth module- guided questions about the three stage of childbirth

STAGE 3: LEARNING PLAN First Topic: Reproductive Anatomy and Conception

Estimated # of Lessons: 1-2

Learning Targets:

Essential Question: ● How does a baby's journey from a single cell to a fully-formed infant show us just how precise and fragile human development is?

● I can identify parts of the reproductive anatomy and explain how conception occurs.

Learning Activities: ● Anatomy labeling practice ● Conception learning lesson and graphic organizer

Second Topic: Prenatal Care, Childbirth, and Newborn Care

Estimated # of Lessons: 3-6

Learning Targets: ● I can describe the major milestones of prenatal development from conception to birth. ● I can analyze how a parent's health, choices, and environment affect prenatal development.

Essential Questions: ● How does a baby's journey from a single cell to a fully-formed infant show us just how precise and fragile human development is? ● In what ways does a parent's health, choices, and environment create the very first "home" for their baby, and what does this mean for a

392

Foundations: Child Development Unit 2 ● I can describe the stages of labor, delivery, and newborn care. ● I can communicate the importance of prenatal care to a target audience.

child's future?

Learning Activities: ● Research a stage of pregnancy. Create and present key milestones for the specific month of pregnancy. ● Childbirth and immediate newborn care lesson and balloon game that demonstrates stages of childbirth. ● Learning game to review key information about pregnancy and childbirth ● Prenatal care public service announcement

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Foundations: Child Development Unit 3

Course Name: Foundations: Child Development Unit 3 Title: Infant Development

Est. # of Lessons: 12-18

Unit Overview: Now that we understand prenatal development, we follow that baby into the world to explore the first year of life. From day one, infants are active learners—observing, experimenting, and forming connections. We examine physical milestones, intellectual leaps, and social-emotional development while practicing essential caregiving skills. The unit culminates in the "Real Care" baby simulation—a weekend caring for a computerized infant that reveals the real responsibilities of parenthood.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 15.1.2: Analyze expectations and responsibilities of parenting. ● 15.2.1: Analyze nurturing practices that support human growth and development. ● 12.1.1: Analyze physical, emotional, social, moral, and cognitive development. ● 12.1.2: Analyze interrelationships among physical, emotional, social, moral, and cognitive aspects of human growth and development.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners);

Understandings

Essential Questions

● A baby's growth is a complex, integrated process. ● Nurturing is more than just providing food and shelter. It involves practices like responsive feeding, talking to the baby, engaging in "serve-and-return" interactions, and providing a safe, stimulating environment. These practices are not just nice to have; they are essential for supporting healthy brain architecture and all aspects of a child's development. ● Infants actively learn and interact with their world from birth — constantly observing, experimenting, and forming connections. ● A baby's needs—feeding, changing, comforting—don't follow a predictable schedule and often interrupt a parent's sleep, social life, and other responsibilities.

● How do babies actively learn about and connect with the world around them from day one? ● What do babies need to feel safe and cared for, and how do caregivers learn to read those cues? ● How does hands-on experience with infant care challenge our assumptions about the real responsibilities of parenthood?

394

Foundations: Child Development Unit 3 Knowledge

Skills (Framed as Learning Targets)

● Key physical and intellectual developmental milestones in the first year (rolling, sitting, crawling, babbling, first words, etc.). ● Aspects of social and emotional development in infancy (attachment, bonding, temperament) ● Nurturing practices that support healthy development (feed, sleep, play, affection, safety). ● Benefits of breastfeeding. ● Infant care responsibilities (costs, schedules, lifestyle adjustments) ● Challenges and rewards of parenting an infant.

● I can explain how babies actively learn about and connect with the world during their first year. ● I can describe key physical, intellectual, and social-emotional milestones in infancy. ● I can explain how positive caregiving practices support infant development. ● I can demonstrate basic infant care skills (feeding, diapering, swaddling, safe sleep, car seat use). ● I can compare approaches to infant care and feeding to make informed decisions. ● I can analyze the responsibilities, challenges, and rewards of caring for an infant.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Babies First year project: a look at one month of development ● Real care baby simulation and reflection: ● Infant Safety: Create a safety Public Service announcement:(video, audio, or visual) that highlights a specific safety topic (SIDS, Drowning, Choking, Shaken Baby Syndrome, Car Seat Safety, etc.)

● Breast vs Bottle feeding : graphic organizer guiding pros and cons of breast and bottle feeding. Followed by in class debate/discussion ● Baby Costs Project: research the costs of all of the essentials for the first year from gear to childcare to medical costs.

STAGE 3: LEARNING PLAN First Topic: Developmental Milestones

Estimated # of Lessons: 8

Learning Targets: ● I can explain how babies actively learn about and connect with the world during their first year. ● I can describe key physical, intellectual, and social-emotional milestones in infancy.

Essential Question: ● How do babies actively learn about and connect with the world around them from day one? ● What do babies need to feel safe and cared for, and how do caregivers learn to read those cues?

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Foundations: Child Development Unit 3 Learning Activities: ● Infant Milestones Module (interactive timeline activity). ● Infant care stations ● Age appropriate activities and toys assignments ● “Babies first year” research project (students present one assigned month).

Second Topic: Infant Care

Estimated # of Lessons: 5

Learning Targets: ● I can explain how positive caregiving practices support infant development. ● I can demonstrate basic infant care skills (feeding, diapering, swaddling, safe sleep, car seat use). ● I can compare approaches to infant care and feeding to make informed decisions. ● I can analyze the responsibilities, challenges, and rewards of caring for an infant.

Essential Questions: ● How do babies actively learn about and connect with the world around them from day one? ● What do babies need to feel safe and cared for, and how do caregivers learn to read those cues? ● How does hands-on experience with infant care challenge our assumptions about the real responsibilities of parenthood?

Learning Activities: ● Infant Care Stations (hands-on practice: diapering, swaddling, feeding techniques, car seat safety). ● Breast vs. Bottle Feeding debate activity. ● SIDS Awareness and infant safety module ● Infant safety public service announcement ● Realcare baby simulation (a weekend with a computerized baby) ● Reflection: How does the experience of caring for a "Real Care" baby challenge your assumptions about parenthood and reveal the true responsibilities involved?

Third Topic: Caregiver Responsibilities

Estimated # of Lessons: 5

Learning Targets: ● I can analyze the responsibilities, challenges, and rewards of caring for an infant.

Essential Questions: ● How does hands-on experience with infant care challenge our assumptions about the real responsibilities of parenthood? ● What does it actually cost — financially, physically, and emotionally — to care for an infant, and how can families prepare?

Learning Activities: ● Baby Costs Project (budgeting for first-year expenses) ● Guest Speakers to share parenting experience ● Costs and rewards of parenting assignment

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Foundations: Child Development Unit 4

Course Name: Foundations: Child Development Unit 4 Title: Toddler Development

Est. # of Lessons: 10-15

Unit Overview: Building on our understanding of infancy, we explore the transformation between ages one and three. Toddlers develop new physical abilities, make huge intellectual leaps, and navigate complex social-emotional territory—independence, tantrums, and the word "no." We examine how these changes create both amazing abilities and unique challenges, explore positive guidance strategies, and evaluate developmentally appropriate toys and activities. We wrap up by planning an age-appropriate birthday party that applies everything we've learned.

STAGE 1: DESIRED RESULTS Established Goals ● 4.2.5: Analyze strategies that promote growth and development of children, youth and adults. ● 15.1.1: Analyze parenting roles across the life span. ● 15.1.2: Analyze expectations and responsibilities of parenting. ● 12.1.1: Analyze physical, emotional, social, moral, and cognitive development. ● 12.1.2: Analyze interrelationships among physical, emotional, social, moral, and cognitive aspects of human growth and development.

Understandings ● The toddler stage is a period of rapid growth and complexity. Newfound mobility (physical) leads to curiosity and exploration (intellectual) but also creates the potential for frustration and tantrums. (socialemotional), highlighting the shifting responsibilities of a parent. ● Parenting styles and expectations need to evolve as a child grows.

Knowledge

Transfer Goals ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions ● How do the physical, intellectual, and social changes of the toddler years create both amazing new abilities and unique challenges for children and their caregivers? ● Why is it crucial to align parenting practices with a toddler's developmental stage, and what happens when they don't match up?

Skills (Framed as Learning Targets)

397

Foundations: Child Development Unit 4 ● Physical, intellectual, social, and emotional milestones of toddlers ● Age appropriate activities and toys for toddlers. ● Styles and strategies for guiding toddlers ● How to deal with common toddler challenges (separation anxiety, temper tantrums, sibling rivalry, picky eating, sleep struggles).

Key Vocabulary: Positive Guidance, Separation Anxiety, Temper Tantrums, Milestones

● I can describe the major physical, intellectual, and social-emotional milestones of toddlerhood. ● I can explain how rapid developmental changes create both new abilities and new challenges for toddlers and caregivers. ● I can apply positive guidance strategies that align with a toddler's developmental stage. ● I can analyze common toddler challenges and suggest developmentally appropriate responses. ● I can evaluate whether toys, activities, and environments are developmentally appropriate for toddlers. ● I can analyze research on screen time for toddlers and communicate a well-supported position on appropriate use.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Common toddler problems project: research a common toddler and identify your solution backed up with evidence to support your stance ● Birthday Party: Plan an age appropriate birthday party. Include food, activities, decorations, favors, and gifts that align with developmental milestones.

● Toy evaluation- Examine a toy to determine if it is safe and developmentally appropriate. ● Screen Time Debate -respond to a writing prompt explaining your stance on screen time for infants and toddlers and participate in a classroom debate on the topic

STAGE 3: LEARNING PLAN First Topic: Toddler Developmental Milestones

Estimated # of Lessons: 3

Learning Targets:

Essential Question: ● How do the physical, intellectual, and social changes of the toddler years create both amazing new abilities and unique challenges for children and their caregivers?

● I can describe the major physical, intellectual, and social-emotional milestones of toddlerhood. ● I can explain how rapid developmental changes create both new abilities and new challenges for toddlers and caregivers.

398

Foundations: Child Development Unit 4 Learning Activities: ● Toddler milestones module (time line of milestones) ● Choosing age appropriate activities assignment ● Positive guidance module Second Topic: Positive Guidance

Estimated # of Lessons: 3

Learning Targets: ● I can apply positive guidance strategies that align with a toddler's developmental stage. ● I can analyze common toddler challenges and suggest developmentally appropriate responses.

Essential Questions: ● How do the physical, intellectual, and social changes of the toddler years create both amazing new abilities and unique challenges for children and their caregivers? ● Why is it crucial to align parenting practices with a toddler's developmental stage, and what happens when they don't match up?

Learning Activities: ● Positive guidance learning activity ● Parenting style comparison activity ● Common Toddler Problems Project -in-progress work: research and draft Third Topic: Developmentally Appropriate Environments, Toys, and Activities

Estimated # of Lessons: 8

Learning Targets: ● I can evaluate whether toys, activities, and environments are developmentally appropriate for toddlers. ● I can analyze research on screen time for toddlers and communicate a wellsupported position on appropriate use.

Essential Questions: ● How do the physical, intellectual, and social changes of the toddler years create both amazing new abilities and unique challenges for children and their caregivers? ● Why is it crucial to align parenting practices with a toddler's developmental stage, and what happens when they don't match up?

Learning Activities: ● Screen time debate ● Toy evaluation ● Planning an age-appropriate birthday party

399

Early Childhood Education Seminar COURSE # 633 0.5 Credit (FVA, HUM) PREREQUISITE: Jr. /Sr. standing only; Completion of Child Development (with B or better) In this intermediate course, we now discover how the early years are the most critical for every child's future. We go beyond the basics to learn about inclusive education, exploring how to support all children— including those with disabilities, developmental delays, or different cultural backgrounds. We explore foundational educational theories and historical perspectives that have influenced how we care for children in a classroom setting. We also learn about today's trends and modern curriculum models, giving a clear picture of the field from the past to the present.

Students are eligible to receive 3 credits from CT State Community College when both parts of this course are completed with a C or better.

400

Intermediate: Early Childhood Seminar Intermediate: Early Childhood Seminar In this intermediate course, we now discover how the early years are the most critical for every child's future. We go beyond the basics to learn about inclusive education, exploring how to support all children—including those with disabilities, developmental delays, or different cultural backgrounds. We explore foundational educational theories and historical perspectives that have influenced how we care for children in a classroom setting. We also learn about today's trends and modern curriculum models, giving a clear picture of the field from the past to the present.

Unit 1: Foundations of Education 17 days

In this first unit, we explore the big ideas that built early education. We analyze historical perspectives and developmental theories, discussing how pioneers in the field have influenced modern classrooms. We'll also compare and contrast various program models, from traditional preschools to modern learning centers. To conclude the unit, we deliver a presentation on a key developmental theory and develop our own personal philosophy of education.

Unit 2: Developmentally Appropriate Practices and Inclusive Education 14 days

Building on our foundational knowledge, this unit expands our focus to the intellectual challenge of designing inclusive learning environments. We analyze the art of teaching by examining practices that are both developmentally and culturally appropriate for every child. We learn how to align goals, objectives, and assessments to create programs that support all learners, including those with disabilities or diverse needs. To apply these concepts, we critically analyze a lesson and create our own modifications and accommodations to serve every student.

Unit 3: Curriculum Planning 14 days

This final unit brings all of our learning together. We synthesize everything we've studied—from theory to best practices—to learn how to integrate different developmental domains and even technology into a cohesive learning plan. To demonstrate our understanding, we develop our own lesson plans and then engage in a peer critique to refine our work, preparing us to think and act like a professional in the field.

401

Early Childhood Seminar Unit 1 Course Name: Intermediate: Early Childhood Seminar Unit 1 Title: Foundations of Education

Est. # of Lessons: 17 days

Unit Overview: In this first unit, we explore the big ideas that built early education. We analyze developmental theories, discussing how pioneers in the field have influenced modern classrooms. We'll also compare and contrast various program models, from traditional preschools to modern learning centers. To conclude the unit, we deliver a presentation on a key developmental theory and develop our own personal philosophy of education.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 4.1.1: Explain the roles and functions of individuals engaged in early childhood, education, and services. ● 4.1.4: Analyze the impact of early childhood, education, and services occupations on individual/family, local, state, national, and global economies. ● 4.2.1: Analyze child development theories and their implications for educational and childcare practices

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners)

Understandings

Essential Questions

● Understanding child development theories helps educators plan learning experiences that are age-appropriate and support children’s growth. ● The effectiveness of early childhood programs are influenced by the collaboration, knowledge, and practices of professionals in diverse roles. ● Access to quality early childhood education has long-term effects on children’s development, family stability, and societal well-being. ● Different early childhood program models are grounded in unique philosophies and approaches to learning, which influence

● In what ways can understanding children’s developmental stages improve teaching and caregiving practices? ● How do different professional roles contribute to the success of children and families in early childhood settings? ● Why is early childhood education considered important for long-term societal well-being? ● How does the choice of program model influence curriculum, teaching strategies, and outcomes for children?

402

Early Childhood Seminar Unit 1 curriculum, teaching strategies, and outcomes for children. ● Licensing and accreditation are the mechanisms by which society ensures that early childhood programs meet established standards of safety, quality, and professional practice.

Knowledge ● Major child development theories and their key ideas (e.g., Piaget, Vygotsky, Erikson, Skinner, Kohlberg ). ● The different roles of professionals in early childhood education (teachers, administrators, support specialists, aides) The benefits of early childhood programs on children's development and family outcomes. ● The benefits of early childhood programs on children’s development and family outcomes.port specialists, aides) ● Types of early childhood program models (e.g., Montessori, Reggio Emilia, traditional preschool, Head Start, Integrated programs) ● The key components of a personal educational philosophy (beliefs about how children learn, the role of the teacher, the purpose of education)

Skills (Framed as Learning Targets) ● I can apply developmental theory to plan ageappropriate activities and learning activities ● I can identify and explain the roles and responsibilities of people working in early childhood education and services ● I can evaluate how access to early childhood programs influences children’s growth ● I can compare and contrast different early childhood program models

Key Vocabulary: Licencing, Accreditation, Piaget, Vygotsky, Erikson, Skinner, Kohlberg, Montessori, Reggio Emilia, traditional preschool, Head Start, Integrated preschool STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

● Part 1-Developmental Theory Presentation - Presentation on a developmental theory (knowledge

Formative Assessment ● Ways Children Learn- research and guided notes on how children learn

demonstration)

403

Early Childhood Seminar Unit 1 ● Part 2-Personal Philosophy of Education What is your educational philosophy? (knowledge demonstration)

STAGE 3: LEARNING PLAN First Topic: The Importance of Early Childhood Ed

Estimated # of Lessons: 5

Learning Targets: ● I can explain why early childhood education matters for children, families, and society. ● I can identify the key components of a personal educational philosophy.

Essential Question: ● Why is early childhood education considered important for long-term societal well-being?

Learning Activities: ● You: Working with young children- an exploration of the importance of Early Childhood Ed ● The Cost of Not Investing"—video and article reflection on societal impact of Early Childhood Ed long term ● What is an educational philosophy?- learning components of an educational philosophy Second Topic: Early Childhood Education Programs

Estimated # of Lessons: 5

Learning Targets: ● I can identify and explain the roles and responsibilities of professionals in early childhood settings. ● I can compare types of early childhood programs and explain how licensing and accreditation protect children and families.

Essential Questions: ● How do different professional roles contribute to the success of children and families in early childhood settings?

Learning Activities: ● Early Childhood Programs- Presentation on the various types Early Childhood Programs ● Early Childhood Near Me- Research Early Childhood facilities in the local area ● Licensing and Accreditation- Guided questions to learn the differences and purposes ● Early Childhood Professionals - Research Early Childhood Professions and share career paths Third Topic: Developmental Theories

Estimated # of Lessons: 7

Learning Targets: ● I can explain the key ideas of major developmental theorists. ● I can apply a developmental theory to plan age-appropriate learning experiences.

Essential Questions: ● In what ways can understanding children's developmental stages improve teaching and caregiving practices? ● How does the choice of program model influence curriculum, teaching strategies, and outcomes for children?

404

Early Childhood Seminar Unit 1 Learning Activities: ● What’s a theory?- Presentation and notes ● How to use developmental theories in practice- students explain how to use apply each developmental theory in the Early Childhood Ed setting after each developmental theory presentation

405

Early Childhood Seminar Unit 2

Course Name: Intermediate: Early Childhood Seminar Est. # of Lessons: 14 days Unit 2 Title: Developmentally Appropriate Practices and Inclusive Education Unit Overview: Building on our foundational knowledge, this unit expands our focus to the intellectual challenge of designing age appropriate inclusive learning environments. We analyze the art of teaching by examining practices that are both developmentally and culturally appropriate for every child. We learn how to align goals, objectives, and assessments to create programs that support all learners, including those with disabilities or diverse needs. To apply these concepts, we critically analyze a lesson and create our own modifications and accommodations to serve every student.

STAGE 1: DESIRED RESULTS Established Goals ● 4.2.3: Analyze cultural and environmental influences when assessing development of children, youth and adults. ● 4.2.4: Address specific developmental needs of children, youth and adults based on assessment of their abilities. ● 4.2.5: Analyze strategies that promote growth and development of children, youth and adults

Understandings ● Developmental milestones guide instructional decision-making and help educators select learning experiences that are appropriate, meaningful, and challenging for young children. ● Age-appropriate learning experiences support developmental growth and student engagement. ● Accommodations and modifications serve different purposes and must be thoughtfully selected to ensure equitable access to learning. ● Effective educators continuously analyze,

Transfer Goals

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions ● What makes a learning experience developmentally appropriate and engaging? ● How can educators design instruction that meets the diverse developmental and cultural needs of all learners? ● Why is it important for educators to continuously reflect on and adapt instruction? ● How can educators balance individual learning needs with group instruction in an inclusive classroom?

406

Early Childhood Seminar Unit 2 adjust, and redesign instruction to support individual strengths, needs, and abilities.

Knowledge

Skills (Framed as Learning Targets)

● Major developmental milestones for children ages 3–5 across physical, cognitive, social, and emotional domains. ● Characteristics of developmentally appropriate learning activities. ● The differences between accommodations and modifications. ● Common examples of accommodations and modifications. ● Steps for analyzing and adapting an existing lesson to support diverse learners. ● The importance of inclusive practices in supporting children with diverse abilities and backgrounds. ● Criteria for evaluating the developmental appropriateness of technology tools in early childhood settings

● I can analyze developmental milestones to determine appropriate learning activities. ● I can evaluate toys, materials, and technology for developmental appropriateness. ● I can differentiate between accommodations and modifications and apply them appropriately. ● I can modify an existing lesson to support diverse learners. ● I can evaluate technology tools and applications for developmental appropriateness in early childhood settings.

Key Vocabulary: milestones, developmentally appropriate practice, inclusion, accommodations, modifications, 504, Individualized Education Program (IEP), Individuals with Disabilities Education Act STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Making a Lesson Plan Inclusive- Adding modifications and accommodations to a teacher created sample lesson plan

Toy Evaluation- evaluate a toy for a specific age Technology in the classroom - research and respond to a writing prompt explaining your stance on age appropriate use of technology in the Early Childhood Setting

STAGE 3: LEARNING PLAN First Topic: Developmental Milestones and AgeAppropriate Practice

Estimated # of Lessons: 8

Learning Targets: ● I can identify developmental milestones

Essential Question: ● What makes a learning experience

407

Early Childhood Seminar Unit 2 across physical, cognitive, social, and emotional domains for children ages 3–5. ● I can evaluate whether activities and materials are developmentally appropriate for a given age group.

developmentally appropriate and engaging?

Learning Activities: ● Physical, Intellectual, Emotional and Social Milestones for ages 3-5 - Graphic organizer of milestones ● Activities for Daycare- brainstorming age appropriate activities for daycare and evaluating in small groups ● Activities for Pre k- brainstorming age appropriate activities for Pre-k and evaluating in small groups ● Observing Waterford Public Library Story Hour/ Music and Movement- Recurring Field Trip ● "What Do You Notice?" — students watch a short video clip of a preschool classroom and practice documenting what they observe about children's behavior and engagement, then discuss how those observations might inform teaching decisions Second Topic: Inclusive Education

Estimated # of Lessons: 6

Learning Targets: Essential Questions: ● I can differentiate between ● How can educators design instruction that accommodations and modifications and meets the diverse developmental and cultural explain when each is used. needs of all learners? ● I can analyze how cultural, environmental, and developmental factors influence a child's learning needs. ● I can adapt an existing lesson to support diverse learners. ● I can evaluate technology tools and applications for developmental appropriateness in early childhood settings.

Learning Activities: ● Special Education Overview- Guided questions on special education topics including IDEA, 504 and IEPs ● Accommodations and Modifications - Presentation and notes on accommodations and modifications ● Cultural Inclusion -Guided questions on how to be culturally inclusive ● "Windows and Mirrors" Book Audit — students evaluate a small set of children's books for cultural representation, then discuss what's missing and why it matters

408

Early Childhood Seminar Unit 3 Course Name: Intermediate: Early Childhood Seminar Unit 3 Title: Curriculum Planning

Est. # of Lessons: 14 days

Unit Overview: This final unit brings all of our learning together. We synthesize everything we've studied—from theory to best practices—to learn how to integrate different developmental domains and even technology into a cohesive learning plan. To demonstrate our understanding, we develop our own lesson plans and then engage in a peer critique to refine our work, preparing us to think and act like a professional in the field.

STAGE 1: DESIRED RESULTS Established Goals ● 4.3.2: Implement learning activities in all curriculum areas that meet the developmental needs of learners. ● 4.3.3: Implement an integrated curriculum that incorporates a learner's language, learning styles, early experiences, and cultural values.

Transfer Goals

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ●

Understandings

Essential Questions

● Lesson planning follows a structured format to ensure instructional clarity and effectiveness. ● Learning objectives must be clear, measurable, and aligned with standards so that instruction and assessment purposefully support student growth. ● Thoughtful lesson planning is a deliberate process that connects instructional decisions to student needs and learning outcomes.

● How do clear, measurable learning objectives guide both instruction and assessment? ● In what ways does alignment between objectives, activities, and assessments improve learning outcomes? ● How does thoughtful lesson planning respond to student needs and promote meaningful learning?

409

Early Childhood Seminar Unit 3 Knowledge

Skills (Framed as Learning Targets)

● Essential components of a lesson plan are standards, objectives, materials, activities, and assessments. ● Learning objectives must be clear, measurable, and aligned with standards to guide instruction and assessment. ● Age-appropriate ways to integrate technology into early childhood lesson plans (interactive read-alouds, movement apps, simple coding tools) ● Effective lesson planning requires alignment between objectives, instructional activities, and assessments. ● Peer collaboration and feedback strengthen instructional quality and lesson design.

● I can write clear, measurable learning objectives aligned with standards. ● I can create a complete lesson plan that follows a standard format and includes standards, objectives, materials, activities, and assessments. ● I can design learning experiences that are age appropriate and engaging. ● I can collaborate with peers to critique and refine lesson plans to improve instruction. ● I can design a learning center that connects to a clear instructional purpose and is appropriate for the intended age group. ● I can incorporate age-appropriate technology into a lesson plan in a way that supports, rather than replaces, hands-on learning.

Key Vocabulary: standards, learning objectives, lesson plan, alignment, assessment, learning center, developmental domains, differentiation STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Learning Center- Prepare learning center and lesson plan for the Waterford Public Library Children's Room

● Math Lesson Plan - Practice written lesson plan ● Interactive Book Reading Lesson- Practice written lesson plan ● Music or Movement Lesson Plan- Practice written lesson plan

STAGE 3: LEARNING PLAN First Topic: Lesson Plan Basics

Estimated # of Lessons: 4

Learning Targets: ● I can identify the essential components of a lesson plan. ● I can write clear, measurable learning objectives aligned with standards.

Essential Question: ● How do clear, measurable learning objectives guide both instruction and assessment?

410

Early Childhood Seminar Unit 3 Learning Activities: ● What makes a good lesson?- Class created list of the components of a good lesson ● Understanding Standards (CT ELDS + Common Core)- Lesson and practice planning activities using standards ● Writing Objectives - Lesson and practice on writing objectives Second Topic: Writing Lesson Plans

Estimated # of Lessons: 5

Learning Targets: ● I can create a complete lesson plan that follows a standard format and includes standards, objectives, materials, activities, and assessments. ● I can incorporate age-appropriate technology into a lesson plan in a way that supports, rather than replaces, hands-on learning. ● I can design learning experiences that are age-appropriate and engaging.

Essential Questions: ● In what ways does alignment between objectives, activities, and assessments improve learning outcomes?

Learning Activities: ● Math Lesson Plan- Practice written lesson plan ● Interactive Book Reading Lesson- Practice written lesson plan ● Music or Movement Lesson Plan - Practice written lesson plan ● Library Story Hour/Music and Movement- Preparing props, assisting and evaluating the lesson Third Topic: Designing a Learning Center

Estimated # of Lessons: 5

Learning Targets: ● I can design a learning center that connects to a clear instructional purpose and is appropriate for the intended age group. I can apply feedback from peers to refine my learning center plan before implementation. ● I can collaborate with peers to critique and refine lesson plans to improve instruction.

Essential Questions: ● How does thoughtful lesson planning respond to student needs and promote meaningful learning?

Learning Activities: ● What is a Learning Center? — students examine examples of early childhood learning centers and identify what makes them effective ● Learning Center Design Challenge — students draft a layout and materials list for their library learning center ● Peer Critique Workshop — structured peer feedback on lesson plans and center designs before final implementation

411

Early Childhood Education Internship EARLY CHILDHOOD EDUCATION INTERNSHIP COURSE # 634 0.5 Credit (FVA, HUM) PREREQUISITE: C or better in course #633, Early Childhood Education Seminar, teacher recommendation, and Jr. /Sr. standing only This advanced course gives a unique, hands-on opportunity to apply the seminar experience in an early childhood setting. We learn how to plan dynamic lessons, create an engaging classroom environment, and work directly with children as they learn and grow. The majority of the course takes place in the field under the guidance of an experienced teacher. Whether it's helping a toddler learn to share or guiding a first grader through their first book, we gain the skills and confidence to lead a class, manage daily activities, and truly impact a child's learning journey.

412

Advanced: Internship in Early Childhood Setting

Advanced: Internship in Early Childhood Setting This advanced course gives a unique, hands-on opportunity to apply the seminar experience in an early childhood setting. We learn how to plan dynamic lessons, create an engaging classroom environment, and work directly with children as they learn and grow. The majority of the course takes place in the field under the guidance of an experienced teacher. Whether it's helping a toddler learn to share or guiding a first grader through their first book, we gain the skills and confidence to lead a class, manage daily activities, and truly impact a child's learning journey.

Successful completion of the intermediate and advanced courses will earn CT State Community College Credit.

Unit 1: Guidance and Classroom Management 11 days

Unit 2: Professionalism and Ethics in Early Childhood Education 11 days

Unit 3: Placement and Observations 11 days

In this opening unit, we design a classroom where every child feels safe and can thrive. We explore the best ways to guide children’s behavior using positive discipline strategies and discover how to create a learning environment that’s not only healthy and safe but also stimulating and fun for everyone. To wrap up the unit, we create a set of observational “look fors” that we might see when we

Once we have considered the classroom setting, we learn the professional standards and expectations for being a teacher.

We reflect on the many roles and responsibilities of an early childhood educator, from setting a positive example to leading a classroom. We also discuss the important ethical concerns teachers face, which prepares us to make smart, thoughtful

We are ready to be placed with a mentor teacher and begin our observations. We apply the "lookfors" we created in Unit 1 to understand our teacher's style and expectations. We also share our code of conduct with our mentor teacher to align on expectations.

As we begin our weekly rotation in the classroom setting, we observe students to understand their

Unit 4: Classroom Learning Responsibilities, Actions and Reflections 12 days

Building on our observations, we continue our weekly schedule of onsite experience with our mentor teacher. This is where we put our knowledge to work by developing and delivering high-quality, ageappropriate lessons that truly engage students. We learn how to prepare our own lesson plans and materials, giving us the skills and confidence to lead a class on our own.

413

Advanced: Internship in Early Childhood Setting are paired with a mentor teacher, including: a physical layout, rules, and plans for handling difficult situations.

decisions in a professional setting.

To make this commitment actionable, we develop a code of conduct to guide us throughout our internship.

learning styles, interests, and abilities, which helps us learn how to best assist and engage them in their learning. We reflect both with our mentor teacher and with our peers back in our own classroom.

Onsite, we work with individual students, small groups, and large groups to assist in the learning process, deliver lessons, lead activities, and carry out classroom responsibilities.

414

Internship in Early Childhood Setting Unit 1 Course Name: Advanced: Internship in Early Childhood Setting Unit 1 Title: Guidance and Classroom Management

Est. # of Lessons:

11 days

Unit Overview: In this opening unit, we design a classroom where every child feels safe and can thrive. We explore the best ways to guide children’s behavior using positive discipline strategies and discover how to create a learning environment that’s not only healthy and safe but also stimulating and fun for everyone.

To wrap up the unit, we create a set of observational “look fors” that we might see when we are paired with a mentor teacher, including: a physical layout, rules, and plans for handling difficult situations.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 4.3.5: Arrange the classroom environment to provide for learners' exploration, discovery, development, and reflection through multiple methods including learning centers. ● 4.3.6: Establish effective activities, routines, and transitions for various age groups ● 4.5.1: Apply developmentally appropriate and culturally responsive guidelines for behavior. ● 4.5.2: Demonstrate problem-solving and decision making skills when working with children, youth and adults.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Age-appropriate positive guidance techniques support children’s emotional regulation and appropriate behavior by using encouragement and clear expectations rather than punishment. ● Classroom environments shape student behavior, learning, and social interactions ● Positive guidance focuses on teaching and reinforcing appropriate behavior rather than reacting to misbehavior, which builds children's self-regulation over time.

● How can the classroom environment influence student learning and social interactions? ● How does effective classroom management create an environment where students feel safe, engaged, and ready to learn? ● What makes a guidance strategy effective for supporting children's emotional regulation and behavior?

415

Internship in Early Childhood Setting Unit 1 Knowledge

Skills (Framed as Learning Targets)

● Age appropriate positive guidance techniques (direct and indirect). ● How classroom environments influence student behavior, learning, and social interactions. ● Positive guidance strategies that focus on teaching appropriate behaviors rather than punitive discipline. ● The difference between direct and indirect guidance strategies and when each is appropriate ● Common challenging behaviors in early childhood settings and research-based responses ● How to create routines and structured transitions

● I can design classroom layouts that encourage independence, collaboration, and engagement. ● I can demonstrate developmentally positive guidance techniques in the classroom. ● I can create observational tools to evaluate classroom layout, routines, and behavior management strategies. ● I can use problem-solving and decisionmaking skills when responding to challenging behavior in an early childhood setting.

Key Vocabulary: direct guidance, indirect guidance, positive guidance, classroom management STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Mentor Teacher and Supervising Teacher Evaluations (based on observation and student performance)

● Observation outline and "look fors" checklist (collected and reviewed before placement begins). ● Classroom layout design (submitted with brief written rationale).

STAGE 3: LEARNING PLAN First Topic: Classroom Environment

Estimated # of Lessons: 5

Learning Targets: ● I can design classroom layouts that encourage independence, collaboration, and engagement. ● I can create observational tools to evaluate classroom layout, routines, and behavior management strategies.

Essential Question: ● How can the classroom environment influence student learning and social interactions? ● How does effective classroom management create an environment where students feel safe, engaged, and ready to learn?

416

Internship in Early Childhood Setting Unit 1 Learning Activities: ● Draft a set of positive behavioral expectations and a proactive response plan for a classroom, using indirect and direct guidance strategies rather than punitive consequences. ● Create an observation outline to use during the internship. A list of “look fors” ● Design your own classroom layout Second Topic: Positive Guidance

Estimated # of Lessons: 6

Learning Targets: ● I can demonstrate developmentally positive guidance techniques in the classroom. ● I can use problem-solving and decisionmaking skills when responding to challenging behavior in an early childhood setting. ●

Essential Questions: ● How does effective classroom management create an environment where students feel safe, engaged, and ready to learn? ● What makes a guidance strategy effective for supporting children's emotional regulation and behavior?

Learning Activities: ● Positive Guidance Lesson included guided notes and reflections ● Practice positive guidance throughout the internship ● Challenging Behavior Case Studies: Students read and respond to scenario-based cases involving common early childhood behaviors (tantrums, hitting, separation anxiety) and identify which positive guidance strategy applies and why. Guidance Strategy Role-Play: Students practice direct guidance techniques in pairs, then debrief on what felt natural and what was difficult.

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Internship in Early Childhood Setting Unit 2

Course Name: Advanced: Internship in Early Childhood Setting Unit 2 Title: Professionalism and Ethics in Early Childhood Education

Est. # of Lessons: 11 days

Unit Overview: Once we have considered the classroom setting, we learn the professional standards and expectations for being a teacher. We reflect on the many roles and responsibilities of an early childhood educator, from setting a positive example to leading a classroom. We also discuss the important ethical concerns teachers face, which prepares us to make smart, thoughtful decisions in a professional setting.

To make this commitment actionable, we develop a code of conduct to guide us throughout our internship.

STAGE 1: DESIRED RESULTS Established Goals ● 4.6.2: Apply professional ethical standards as accepted by the recognized professional organizations. ● 4.6.3: Implement federal, state, and local standards, policies, regulations, and laws that affect programs for children, youth and adults and their families. ● 4.6.4: Demonstrate enthusiasm, initiative, and commitment to program goals and Improvements ● 4.5.3: Demonstrate interpersonal skills that promote positive and productive relationships with learners.

Understandings ● Ethical and professional behavior builds trust that supports a positive learning environment. ● Early childhood educators have multiple roles and responsibilities, including modeling appropriate behavior, supporting learning, and upholding professional standards. ● Continuous reflection and improvement are essential for professional growth and ethical practice. ● A personal code of conduct helps guide decision-making and ensures accountability

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) Essential Questions ● How do professional and ethical standards influence relationships with children, families, and colleagues? ● What responsibilities do early childhood educators have as role models and professionals? ● How can reflection and feedback support continuous professional growth? ● How do ethical decisions impact the wellbeing of children and the learning environment?

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in professional settings.

Knowledge

Skills (Framed as Learning Targets)

● Professional ethical standards outlined by the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct and its core principles ● Professional communication skills ● Continuous improvement and reflection skills for professional growth and ethical practice. ● Key federal, state, and local laws and policies that affect early childhood programs, including mandatory reporting requirements ● Laws and policies at the federal, state, and local levels guide how early childhood programs operate and help protect children’s safety and rights. ● The characteristics of professional communication in an early childhood setting (with families, colleagues, and supervisors) ● Common ethical dilemmas in early childhood settings and frameworks for resolving them

● I can exhibit professionalism through appropriate communication, behavior, and adherence to program expectations. ● I can demonstrate enthusiasm, initiative, and commitment to program goals and continuous improvement. ● I can develop and follow a personal code of conduct that reflects professional and ethical responsibilities. ● I can reflect on my actions and use feedback to grow as a professional educator. ● I can model professional behavior and serve as a positive example within the internship setting. ● I can identify the key laws and policies that govern early childhood programs and explain my responsibilities as a mandated reporter.

Key Vocabulary: Professionalism, Confidentiality, Mandated Reporter, Ethics, Integrity STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Evaluations completed by Mentor Teacher and Supervising Teacher (based on observation of student performance) ● Code of Conduct-Create your own code of conduct for the internship setting

● Ethical Scenarios in Early Childhood Education based on NAEYC ethical principles ●

STAGE 3: LEARNING PLAN First Topic: Ethics and Professionalism

Estimated # of Lessons: 11

Learning Targets: ● I can develop and follow a personal code of

Essential Question: ● How do ethical decisions impact the well-

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● ●

● ●

conduct that reflects professional and ethical responsibilities.

I can apply ethical frameworks to navigate challenging scenarios in an early childhood setting.

I can identify the key laws and policies that govern early childhood programs and explain my responsibilities as a mandated reporter.

I can exhibit professionalism through appropriate communication, behavior, and adherence to program expectations.

I can demonstrate enthusiasm, initiative, and commitment to program goals.

●

being of children and the learning environment?

What responsibilities do early childhood educators have as role models and professionals?

●

Learning Activities: ● Roles and responsibilities of ECE professionals, professional communication scenarios, introduction to NAEYC standards ● Mandated Reporter Training: Students complete a guided lesson on mandatory reporting obligations, indicators of abuse and neglect, and the proper reporting process in Connecticut. ● Professional Communication Scenarios: Students read and respond to realistic scenarios involving communication with families, supervisors, and colleagues, then discuss how professional standards apply. ● Roles and Responsibilities of ECE Professionals: ● Guided notes and reflection on the multiple roles an early childhood educator fills in a single day. ● NAEYC Standards Overview: Students review the NAEYC Code of Ethical Conduct and identify three principles most relevant to their upcoming placement. ● Demonstrate ethical decision making daily in internship setting

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Internship in Early Childhood Setting Unit 3 Course Name: Advanced: Internship in Early Childhood Setting Unit 3 Title: Placement and Observations

Est. # of Lessons: 11 days

Unit Overview: We are ready to be placed with a mentor teacher and begin our observations. We apply the "look-fors" we created in Unit 1 to understand our teacher's style and expectations. We also share our code of conduct with our mentor teacher to align on expectations. As we begin our weekly rotation in the classroom setting, we observe students to understand their learning styles, interests, and abilities, which helps us learn how to best assist and engage them in their learning. We reflect both with our mentor teacher and with our peers back in our own classroom.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● 4.5.5: Analyze learners' developmental progress and summarize developmental issues and concerns. ● 4.3.1: Analyze a variety of curriculum and instructional models. ● 4.3.5: Arrange the classroom environment to provide for learners' exploration, discovery, development, and reflection through multiple methods including learning centers. ● 4.3.6: Establish effective activities, routines, and transitions for various age groups.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Professional observation helps educators understand children’s learning styles, interests, and developmental progress. ● Observation can be used for professional growth, instructional improvement, student feedback, and student assessment. ● Classroom environments and instructional strategies influence student engagement, learning, and behavior. ● Analyzing curriculum models and instructional strategies in practice helps educators make informed decisions about what works for different learners and contexts.

Knowledge

● How can observations help educators understand children’s learning styles, interests, and developmental progress? ● In what ways can observation support professional growth and instructional improvement? ● What role does reflection on observations play in becoming a more effective educator? ● What can observing an experienced teacher's instructional choices reveal about effective curriculum design?

Skills (Framed as Learning Targets)

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Internship in Early Childhood Setting Unit 3 ● Objective observations are factual descriptions of what is seen and heard, not personal opinions or judgments. ● There are various types of observation styles (anecdotal record, rating scales, checklists, tally) ● How to use observation data to inform instructional decisions — including identifying what a child understands, what they need next, and how the environment or lesson might be adjusted in response. ● How to observe and analyze a mentor teacher's instructional strategies and curriculum choices

● I can analyze classroom environments and instructional strategies to understand how learning is supported. ● I can write objective observations in a professional manner. ● I can reflect on observations to determine instructional practices that support student engagement and learning. ● I can evaluate classroom routines and transitions to understand their impact on student behavior and learning. ● I can communicate my observations clearly and professionally in written and verbal form

Key Vocabulary: objective, subjective, anecdotal record, tally, running record STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Reflection Journal Entries — structured prompts throughout the placement asking students to reflect on topics covered throughout the class

● Practice Observation — students observe a video clip of a classroom and write an anecdotal record, which is then peerreviewed for objectivity before they attempt live observation

STAGE 3: LEARNING PLAN First Topic: Observations

Estimated # of Lessons: 11

Learning Targets: ● I can analyze classroom environments and instructional strategies to understand how learning is supported. ● I can write objective observations in a professional manner. ● I can reflect on observations to determine instructional practices that support student engagement and learning. ● I can evaluate classroom routines and transitions to understand their impact on student behavior and learning. ● I can communicate my observations clearly and professionally in written and verbal form

Essential Question: ● How can observations help educators understand children’s learning styles, interests, and developmental progress? ● In what ways can observation support professional growth and instructional improvement? ● What role does reflection on observations play in becoming a more effective educator? ● What can observing an experienced teacher's instructional choices reveal about effective curriculum design?

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Internship in Early Childhood Setting Unit 3 Learning Activities: ● Type of observations lesson ● Practice observations using videos and library visits

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Internship in Early Childhood Setting Unit 4

Course Name: Advanced: Internship in Early Childhood Setting Est. # of Lessons: Unit 4 Title: Classroom Learning Responsibilities, Actions and Reflections

12 days

Unit Overview: Building on our observations, we continue our weekly schedule of onsite experience with our mentor teacher. This is where we put our knowledge to work by developing and delivering highquality, age-appropriate lessons that truly engage students. We learn how to prepare our own lesson plans and materials, giving us the skills and confidence to lead a class on our own. Onsite, we work with individual students, small groups, and large groups to assist in the learning process, deliver lessons, lead activities, and carry out classroom responsibilities.

STAGE 1: DESIRED RESULTS Established Goals ● ● ●

● ●

4.3.2: Implement learning activities in all curriculum areas that meet the developmental needs of learners.

4.3.4: Demonstrate a variety of teaching methods to meet individual needs of learners.

4.3.3: Implement an integrated curriculum that incorporates a learner's language, learning styles, early experiences, and cultural values.

4.5.3: Demonstrate interpersonal skills that promote positive and productive relationships with learners.

4.3.6: Establish effective activities, routines, and transitions for various age groups.

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Understandings

Essential Questions

● Engaging instruction increases student participation and promotes deeper learning. ● Effective teaching in early childhood requires planning, preparation, and flexibility to meet the needs of young learners. ● Using a variety of teaching strategies helps support the different learning styles and developmental levels of children.

● How does engaging instruction impact student participation and learning? ● What strategies make teaching effective for young children with diverse learning needs? ● How does planning and preparation influence the success of a lesson? ● In what ways can communication and collaboration improve the classroom learning environment? ● Why are feedback and reflection important

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Internship in Early Childhood Setting Unit 4 ● Positive communication and collaboration with children and classroom staff contribute to a supportive learning environment. ● Feedback and reflection are essential for improving teaching skills and developing professionally.

for professional growth as a teacher? ● How do classroom routines and management strategies support learning and behavior? ● What role does adaptability play in teaching young children? ● Why is it important to use a variety of teaching strategies in early childhood education?

Knowledge

Skills (Framed as Learning Targets)

● Developmentally appropriate practices for teaching young children. ● Common classroom routines and responsibilities in an early childhood setting. ● A variety of teaching strategies used to support different learning styles and abilities. ● The importance of clear communication with young children, teachers, and other classroom staff. ● Basic classroom management techniques that support a positive learning environment. ● The role of reflection in improving teaching practices.

● I can assist my mentor teacher in daily classroom routines and responsibilities. ● I can develop and write an age-appropriate lesson plan for young children. ● I can prepare materials needed to teach a lesson or lead an activity. ● I can lead or assist with activities for individual students, small groups, and large groups. ● I can use different teaching strategies to meet the needs of diverse learners. ● I can communicate clearly and positively with young children and classroom staff. ● I can accept and apply feedback from my mentor teacher to improve my teaching practices.

Key Vocabulary: Developmentally Appropriate Practice (DAP), Instructional Strategy, Differentiation, Classroom Routines, Transitions STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

● Documentation of all internship requirements (lesson plans, bulletin board, learning center set up) ● Mentor teacher and supervising teacher performance evaluation ●

● Reflections- Students will complete reflections on completed lessons and tasks. ● Check ins- Continuous informal feedback from Mentor Teacher and Supervising teacher

STAGE 3: LEARNING PLAN First Topic: Lesson Planning and Implementation

Estimated # of Lessons: 11

Learning Targets:

Essential Question:

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Internship in Early Childhood Setting Unit 4 ● I can assist my mentor teacher in daily classroom routines and responsibilities. ● I can develop and write an age-appropriate lesson plan for young children. ● I can prepare materials needed to teach a lesson or lead an activity. ● I can lead or assist with activities for individual students, small groups, and large groups. ● I can use different teaching strategies to meet the needs of diverse learners. ● I can communicate clearly and positively with young children and classroom staff. ● I can accept and apply feedback from my mentor teacher to improve my teaching practices.

● ● ● ● ● ● ● ●

How does engaging instruction impact student participation and learning?

What strategies make teaching effective for young children with diverse learning needs?

How does planning and preparation influence the success of a lesson?

In what ways can communication and collaboration improve the classroom learning environment?

Why are feedback and reflection important for professional growth as a teacher?

How do classroom routines and management strategies support learning and behavior?

What role does adaptability play in teaching young children?

Why is it important to use a variety of teaching strategies in early childhood education?

● Learning Activities: ● Lesson Plan #1- Writing, revising and implementing ● Lesson Plan #2-Writing, revising and implementing ● Lesson Plan #3-Writing, revising and implementing ● Assisting mentor teacher with various responsibilities ● Working with small groups ● Working with students for individual help

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Digital Technology Cluster (Cross-Cutting Cluster)

Grade 6 Stem Lab Grade 6 — STEM Lab We explore the same fundamental question four different ways: How do forces shape what happens? We'll see forces lift gliders, protect eggs, hold up bridges, and move marbles. Each project builds on what we learned before, giving us new tools to predict, control, and improve how things work. We build things that fly across the room, protect falling eggs, hold hundreds of pennies, and send marbles through loops at top speed. Every project teaches us to think like engineers: test it, observe it, improve it. These are the same skills used by aerospace designers, architects, and roller coaster engineers—and now we get to use them too.

Unit 1: Aviation: The Four Forces Fighting in the Sky 5-7 Days (3-4)

Unit 2: Motion & Forces: The Laws That Control Everything 5-7 Days (4-6)

Unit 3: Structures: Engineering That Won't Break 5-7 Days (4-6)

Unit 4: Energy: Controlling the Ride — From Stored to Speed 10-12 Days (8-10)

What makes things fly? We build and fly balsa wood gliders to discover four invisible forces—lift, drag, thrust, and gravity—fighting over every plane in the air. Tiny changes matter: shift the weight forward, and your glider nosedives.

Bend a wing, and it spins. We redesign, test flight paths, and tackle challenges like hitting targets, making tight turns, or flying the farthest—discovering that engineering success comes from testing, failing, and making it better.

Now that we understand how forces affect things in flight, we discover the laws that control ALL motion—whether in the air, on the ground, or falling from the sky. We explore Newton's Three Laws—the rules that describe how things move in the universe—through experiments that show force and motion in action. Our big challenge: design a lander that protects a raw egg falling from serious height. If it cracks, we failed. We use what we know about inertia, acceleration, and impact forces to build and test until our egg survives the drop. It's physics meets creative problemsolving—and someone's egg is definitely breaking.

We've explored forces on moving objects. Now we flip the question: how do forces act on things that need to STAY PUT and not break?

Using only paper, we engineer bridges and towers that can support serious weight. We learn about compression (squeezing forces) and tension (pulling forces) and discover why some designs crumble while others hold strong.

Every choice matters: where we fold, how we connect, what shape we build. We test our structures by stacking pennies or reams of paper one by one until they collapse— watching exactly where they fail and why. The challenge: whose design will hold the most weight before it finally breaks?

We've examined forces that make things fly, fall, and stand strong.

Now we tackle the force behind all motion: energy—and learn to control its transformation from start to finish. We build paper roller coasters where a marble at the top has stored energy that turns into speed on the way down. Can we design loops, turns, and hills wild enough to be exciting but controlled enough to actually work?

We're balancing speed, momentum, and friction—and our design choices determine whether the marble makes it all the way through, flies off the track, or gets stuck halfway down. We test, redesign, and test again until we create the wildest ride that actually works.

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Grade 6 Stem Lab Unit 1

Course Name: STEM Lab Unit 1 Title: Aviation: The Four Forces Fighting in the Sky

Est. # of Lessons: 5-7

Unit Overview: What makes things fly? We build and fly balsa wood gliders to discover four invisible forces— lift, drag, thrust, and gravity—fighting over every plane in the air. Tiny changes matter: shift the weight forward, and your glider nosedives. Bend a wing, and it spins. We redesign, test flight paths, and tackle challenges like hitting targets, making tight turns, or flying the farthest. This is where we learn that engineering isn't about being perfect the first time—it's about testing, seeing what broke, and making it better.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.03.05: Investigate and describe the functioning of structural, propulsion, suspension, and guidance control vehicular subsystems

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings ● Four forces—lift, drag, thrust, and weight— act simultaneously on any flying object, and flight happens when these forces balance in specific ways. ● Small changes in design variables (wing angle, weight placement, surface area, symmetry) can produce dramatically different flight results because they change how forces interact. ● Iterative testing reveals cause-and-effect relationships that cannot be predicted through theory alone—watching what actually happens drives better design decisions. ● Every design involves trade-offs between competing performance goals—optimizing for distance may compromise accuracy, optimizing for turns may reduce stability.

Essential Questions ● How do forces work together to determine whether something flies or falls? ● What happens when we make small changes to our glider—and how do we learn to predict those effects? ● When testing matters more than guessing, how do engineers learn from what actually happens?

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Grade 6 Stem Lab Unit 1 Knowledge ● ● ● ●

Skills (Framed as Learning Targets)

Parts of airplanes How planes move Forces on Planes Building Gliders

Key Vocabulary: lift, drag, thrust, gravity, yaw, pitch roll, aileron, rudder, air foil, bernouli, air pressure

● I can define the four forces of flight: lift, weight, thrust, and drag. ● I can describe how the shape of a glider affects its movement. ● I can build and fly a glider in specific directions and flight paths. ● I can explain how my glider uses pitch, yaw, and roll. ● I can test, adjust, and refine my glider to meet specific flight challenges. ● I can use flight vocabulary to describe and improve my design.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Design Challenge: Build Paper Gliders: Students will be assessed on the following criteria: - Ability to construct a paper glider using provided materials - Ability to adjust the flaps or design features (e.g., angle of wings or tail) to control flight direction or improve performance.

- Completion of a series of flight trials, testing how their glider performs in terms of distance, accuracy, and stability

● Quiz: Complete a unit quiz to answer questions on parts, movement and forces on planes. ● Ability to follow instructions to build a glider

Reflection on Paper Glider Design Challenge: How your build went based on the criteria, strategies for next design challenge STAGE 3: LEARNING PLAN First Topic: Aviation Basics

Estimated # of Lessons: 5-7

Learning Targets: ● I can define the four forces of flight: lift, weight, thrust, and drag. ● I can describe how the shape of a glider affects its movement. ● I can build and fly a glider in specific directions and flight paths. ● I can explain how my glider uses pitch,

Essential Questions: ● How do forces work together to determine whether something flies or falls? ● What happens when we make small changes to our glider—and how do we learn to predict those effects? ● When testing matters more than guessing, how do engineers learn from what actually

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Grade 6 Stem Lab Unit 1 yaw, and roll. ● I can test, adjust, and refine my glider to meet specific flight challenges. ● I can use flight vocabulary to describe and improve my design.

happens?

Learning Activities: ● Getting acclimated in the STEM Lab - rules, equipment, and working together ● Introduction to the parts, movement and forces on planes ● Build White Wing Flyers - teacher observes and coaches individual builds to help ensure they are done with accuracy while still maintaining organic build-test- reflect cycle ● Fly and adjust flaps on gliders to perform specific maneuvers ● Discussion about build strengths and failures as natural part of every engineering challenge (making it safe to share, troubleshoot, and suggest what could be done next time)

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Grade 6 Stem Lab Unit 2

Course Name: STEM Lab Unit 2 Title: Motion & Forces: The Laws That Control Everything

Est. # of Lessons: 5-7

Unit Overview: Now that we understand how forces affect things in flight, let's discover the laws that control ALL motion—whether in the air, on the ground, or falling from the sky. We explore Newton's Three Laws—the rules that describe how things move in the universe—through experiments that show force and motion in action. Our big challenge: design a lander that protects a raw egg falling from serious height. If it cracks, we failed. We use what we know about inertia, acceleration, and impact forces to build and test to help our egg survive the drop. It's physics meets creative problem-solving—and someone's egg is definitely breaking.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● IT.01.01: Design and use instruments to gather data

Understandings ● Newton's Three Laws of Motion are universal principles that explain how and why all objects move, accelerate, or stay at rest—these laws apply everywhere, always. ● Impact forces can be reduced by increasing the time of collision or by distributing force over a larger area—successful protective systems use both strategies. ● The same physical event produces different outcomes depending on system

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) Essential Questions ● How do forces shape the way things move, fly, and fall? ● How can we use what we know about forces to protect things from breaking? ● How can two eggs fall from the same height but have completely different outcomes?

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Grade 6 Stem Lab Unit 2 design—protective engineering transforms potentially destructive forces into manageable ones. ● Testing reveals what theories cannot predict, but high-stakes testing (where failure is expensive) requires extra planning, research, and strategic decisionmaking before building.

Knowledge ● Newton’s Laws - How things move in the air ● Components of engineering design process ○ Importance of design and safety constraints ○ Prepping materials ○ Research to limit design failures ○ Value of design failures Key Vocabulary: Newton’s Laws, Inertia, Force, mass, acceleration.

Skills (Framed as Learning Targets) ● I can describe Newton's three laws of motion in my own words. ● I can explain how Newton's laws apply to real-world situations—like car crashes, sports, and falling objects. ● I can design a device that protects an egg from breaking when dropped from a height. ● I can use materials creatively to reduce the force of impact on the egg. ● I can test my design and use what I learn to make it better. ● I can explain how my egg drop design shows Newton's laws at work (especially inertia, force = mass × acceleration, and actionreaction). ● I can collaborate with my team to plan, test, and improve our egg lander design. ● I can reflect on my design process and explain what I would improve in the future.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Egg Drop Engineering Challenge: Students will be assessed on the following criteria. ● Ability to build their egg lander according to the given design constraints (eg. size, materials) ● Does the lander reach the required height when launched ● Does the egg survive the drop

Formative Assessment ● Q&A: Identifying the forces on their egg and any potential weak points in their build ● Observation on ability to work as a team towards a common goal. ● Observation on ability to purposefully build lander based on plans. ● Quiz: What are Newton’s Laws and how do they interact with our world?

Reflection on Egg Drop Engineering Challenge: Was their lander able to reach the required height and protect the egg upon landing. If the egg did not survive, what could have been done differently to better protect the egg?

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Grade 6 Stem Lab Unit 2 STAGE 3: LEARNING PLAN First Topic: Newton’s Laws

Estimated # of Lessons: 5-7

Learning Targets: ● I can describe Newton's three laws of motion in my own words. ● I can explain how Newton's laws apply to real-world situations—like car crashes, sports, and falling objects. ● I can design a device that protects an egg from breaking when dropped from a height. ● I can use materials creatively to reduce the force of impact on the egg. ● I can test my design and use what I learn to make it better. ● I can explain how my egg drop design shows Newton's laws at work (especially inertia, force = mass × acceleration, and action-reaction). ● I can collaborate with my team to plan, test, and improve our egg lander design. ● I can reflect on my design process and explain what I would improve in the future.

Essential Questions: ● How do forces shape the way things move, fly, and fall? ● How can we use what we know about forces to protect things from breaking? ● How can two eggs fall from the same height but have completely different outcomes?

Learning Activities: ● Explanation of Newton’s laws through video and in class demonstrations (e.g., force of different items based on mass and acceleration… balloon rockets, ping pong balls) ● Orientation to egg lander design challenge: plan, assemble, test, and reflect ● Research to identify best materials and design for the lander to guide the plan and assembly ● Create steps to build the egg lander- teacher observes and coaches the assembly process ● Launch egg drop and collect data using altitude finder to assess flight path ● Evaluate the design and identify strengths and areas of improvement based on the data

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Grade 6 Stem Lab Unit 3

Course Name: STEM Lab Unit 3 Title: Structures: Engineering That Won't Break

Est. # of Lessons: 5-7

Unit Overview: We've explored forces on moving objects. Now we flip the question: how do forces act on things that need to STAY PUT and not break? Using only paper, we engineer bridges and towers that can support serious weight. We learn about compression (squeezing forces) and tension (pulling forces) and discover why some designs crumble while others hold strong. Every choice matters: where we fold, how we connect, what shape we build. We test our structures by stacking pennies or reams of paper one by one until they collapse—watching exactly where they fail and why. The challenge: whose design will hold the most weight before it finally breaks?

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.02.01 : Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● DD.03.10: Identify the factors used to select the designs for structures based on building laws and codes, style, convenience, cost, climate, and function ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings

Essential Questions

● Structures experience two primary types of forces—compression (squeezing) and tension (pulling)—and different designs handle these forces differently. ● The shape and geometry of a structure

● What makes some structures strong enough to stand while others collapse—even when they use the same materials? ● How can we predict where something will break before it actually breaks?

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Grade 6 Stem Lab Unit 3 determines how it distributes weight and resists forces, often making design more important than material strength. ● Testing structures to the point of failure reveals exactly where and why they fail, providing critical information for improving future designs. ● Structures work as systems where all parts must work together—if one connection or component fails, the entire structure can collapse.

● How do the choices we make about shape and connection determine whether a structure holds or fails?

Knowledge

Skills (Framed as Learning Targets)

● Forces on structures, both buildings and bridges, what keeps them up and what makes them fall. ● Strength and weaknesses of materials for given structural constraints and designs

● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs are stronger than others. ● I can collaborate with others to build and test a successful structure.

Key Vocabulary: Tension, compression, torque, sheer, life/dead/environmental loads, bridge types (eg. bean, suspension, arch), columns, pillars, walls, foundations and building materials (eg. concrete, wood, metal)

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Penny Bridge Engineering Challenge: Students will be assessed on the following criteria. ● Ability to design a beam bridge with and without pillars to hold up the most weight possible. ● Ability to test and redesign their bridge to hold more pennies than the previous build.

● Q&A: Identifying the forces on their bridge/skyscraper designs and any potential fail points in their build. ● Observation on ability to work as a team towards a common goal. ● Ability to create a bridge on the computer that is limited by budget. The bridge must pass a stress test. ● Quiz: What are the forces on bridges/structures, what are different types of bridges used and what are different materials used to make structures stand strong.

Reflection on Penny Bridge: Which design was able to hold more pennies?

How could you redesign your best trial to hold even more pennies?

Skyscraper Engineer Challenge: Students will be assessed on the following criteria. ● Ability to design a foundation to hold up the maximum weight possible.

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Grade 6 Stem Lab Unit 3 ● Test and redesign foundation to increase its strength with each trial.

Reflection on Skyscraper: What foundation design/shapes worked best in holding up the most weight. Could this be done more efficiently, with less material and still hold the same weight?

STAGE 3: LEARNING PLAN First Topic: Building a Bridge

Estimated # of Lessons:

Learning Targets: ● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs are stronger than others. ● I can collaborate with others to build and test a successful structure.

Essential Questions: ● What makes some structures strong enough to stand while others collapse—even when they use the same materials? ● How can we predict where something will break before it actually breaks? ● How do the choices we make about shape and connection determine whether a structure holds or fails?

Learning Activities: ● Introduction to forces on bridges and types of bridges. ● Orientation to penny bridge project ● Design, build, test, redesign and retest penny bridge ● Use Bridge Designer program to design a bridge with monetary constraints. ● Reflect on successes and failures of their penny bridges based on data gathered.

Second Topic: Building a Tower

Estimated # of Lessons:

Learning Targets: ● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs

Essential Question: ● What makes some structures strong enough to stand while others collapse? ● How can we predict where something will break before it actually breaks? ● Why does the way we connect and shape materials matter more than the materials themselves?

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Grade 6 Stem Lab Unit 3 are stronger than others. ● I can collaborate with others to build and test a successful structure.

Learning Activities: ● Introduction to materials used and forces on structures (buildings) ● Orientation to skyscraper design challenge ● Design, build, test, redesign and retest a foundation to hold up the maximum weight possible. ● Reflect on successes and failures of their foundations based on data gathered.

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Grade 6 Stem Lab Unit 4

Course Name: STEM Lab Unit 4 Title: Energy: Controlling the Ride — From Stored to Speed

Est. # of Lessons:10-12

Unit Overview: We've examined forces that make things fly, fall, and stand strong. Now we tackle the force behind all motion: energy—and learn to control its transformation from start to finish. We build paper roller coasters where a marble at the top has stored energy that turns into speed on the way down. Can we design loops, turns, and hills wild enough to be exciting but controlled enough to actually work? We're dealing with speed, momentum, friction, and physics—and our design choices determine whether the marble makes it all the way through, flies off the track, or gets stuck halfway down. We test, redesign, and test again until we create the wildest ride that actually works.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.01.07: Explain that requirements for a design are made up of criteria and constraints ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors Understandings ● Energy cannot be created or destroyed—it only transforms from one form to another, and in any system some energy is always

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● Where does energy come from, where does it go, and how do we control it? ● How do we design a roller coaster that's

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Grade 6 Stem Lab Unit 4 lost to friction and heat. ● Potential energy (stored energy based on position) transforms into kinetic energy (motion energy) as objects fall or descend, following predictable mathematical relationships. ● Engineering energy systems requires balancing competing goals—in roller coasters, designs must be exciting enough to be interesting but controlled enough for the marble to complete the course. ● Small changes in design variables (slope angle, curve radius, track smoothness) can dramatically affect energy flow and system success or failure.

exciting enough to be fun but controlled enough to actually work?

Knowledge

Skills (Framed as Learning Targets)

● Efficient ways to input energy into a system ● Connection between height, speed, and energy Key Vocabulary: Gravitational Potential Energy, Kinetic Energy, gravity, mass, velocity, conservation of energy, friction.

● I can explain the difference between potential and kinetic energy. ● I can describe how energy transfers and transforms in a system. ● I can design and build a working paper roller coaster for a marble. ● I can test and adjust my design to improve the marble's path. ● I can describe how gravity, friction, and momentum affect motion. ● I can analyze why my roller coaster succeeded or failed and redesign specific elements to improve performance.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Roller Coaster Design Challenge: Students will be assessed on the following criteria. ● Ability to design and build a paper marble roller coaster within specific constraints ● Marble must perform tasks while on the track, turns, hills and loops ● Marble must complete the roller coaster without needing assistance or falling off.

● Q&A: Identifying the high and low points of potential and kinetic energy.. ● Observation on ability to identify possible trouble areas for their marble on the roller coaster. Where may it get stuck or fly off. ● Quiz: What are potential and kinetic energy and how are they seen in the world today.

Reflection on Roller Coaster: How was I able to gain enough potential energy to complete the roller coaster? If my marble did not

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Grade 6 Stem Lab Unit 4 finish, what could I have done differently to succeed. Which parts of the coaster were the hardest to create?

STAGE 3: LEARNING PLAN First Topic: Roller Coaster

Estimated # of Lessons:

Learning Targets: ● I can explain the difference between potential and kinetic energy. ● I can describe how energy transfers and transforms in a system. ● I can design and build a working paper roller coaster for a marble. ● I can test and adjust my design to improve the marble's path. ● I can describe how gravity, friction, and momentum affect motion. ● I can analyze why my roller coaster succeeded or failed and redesign specific elements to improve performance.

Essential Questions: ● Where does energy come from, where does it go, and how do we control it? ● How do we design a roller coaster that's exciting enough to be fun but controlled enough to actually work?

Learning Activities: ● Introduction to GPE and KE in a closed system ● Orientation to paper marble roller coaster project ● Design roller coaster to meet design requirements ● Build and test roller coaster, redesigning where needed ● Reflect on roller coaster tests

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Grade 6 Intro to Robotics Grade 6 — Intro to Robotics Build it right. Launch it once. Code it to think for itself. Learn to build with precision, understand forces, and turn code into machine movement. We engineer model rockets and launch them for maximum altitude—one chance, so every fin and nose cone matters. Then we build our first robot from scratch and teach it to complete obstacle courses autonomously through block coding.

Unit 1: Forces in Flight 7-10 Days (5-7)

Unit 2: Machine Robotics 20-23 Days (15-17)

You get one shot—make it fly. We start by exploring what makes things go up fast—propulsion. Building and launching solid-fuel model rockets, we see Newton's laws come to life: every action has an equal and opposite reaction. We design rockets for stability and power, predict how high they'll go, and collect real flight data to see whose design reaches the highest altitude. The stakes are reao—we only get one launch, and every choice from fin placement to nose cone shape affects whether our rocket soars straight up or spins out of control.

First we drive it. Then we teach it to drive itself. Next, we come back to Earth and build our first robot—a Square Bot that moves, turns, and follows our commands. We put together the mechanical parts, connect the electronics, and practice driving through obstacle courses to get good at controlling it. Then we switch to block coding, programming our robots to complete tasks on their own—no remote control needed. When our Square Bot successfully runs its first programmed sequence all by itself, we've officially become roboticists who can turn ideas into machine actions.

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Grade 6 Intro to Robotics Unit 1

Course Name: Intro to Robotics Unit 1 Title: Rocketry Robotics

Est. # of Lessons: 7-10

Unit Overview: We start by exploring what makes things go up fast—propulsion. Building and launching solid-fuel model rockets, we see Newton's laws come to life: every action has an equal and opposite reaction. We design rockets for stability and power, predict how high they'll go, and collect real flight data to see whose design reaches the highest altitude. The stakes are real —we only get one launch, and every choice from fin placement to nose cone shape affects whether our rocket soars straight up or spins out of control.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● DD.01.02: Incorporate science concepts and mathematical processes (Newton's laws, calculating thrust, gravity, drag, lift, predicting altitude) ● DD.01.03: The positive and negative aspects of a design (analyzing what works/doesn't work in rocket design) ● DD.01.06: Critique designs and products created to solve a problem (reflection on rocket build and launch) ● DD.01.07: Explain that requirements for a design are made up of criteria and constraints (one launch, safety, specifications) ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions (build, test, reflect process) ● DD.02.04: Select and use appropriate materials, tools and machines (building rocket parts with accuracy and precision) ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes (identifying design failures and strategies for next challenge) ● IT.01.01: Design and use instruments to gather data (collecting flight data, telemetry)

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Understandings

Essential Questions

● Multiple forces act simultaneously on any

● How do forces work together to determine

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Grade 6 Intro to Robotics Unit 1 moving object, and successful design requires understanding how these forces interact and balance each other. ● Small changes in design variables (mass, shape, position, materials) can produce dramatically different results because of how they affect the interaction of forces. ● Effective designers research, test concepts, and analyze potential failures before building because iteration is expensive or impossible in some real-world contexts. ● All designs must work within constraints (time, cost, materials, safety, physics) and require trade-offs between competing goals.

Knowledge ● Newton’s Laws - How things move in the air ● Components of engineering design process ○ Importance of design and safety constraints ○ Prepping materials ○ Research to limit design failures ○ Value of design failures Key Vocabulary: force, propulsion, thrust, gravity, drag, lift, stability, center of mass, center of pressure, payload, force, fins, nose cone, telemetry, 6-axis, guidance

whether a rocket succeeds or fails? ● How do small design decisions create big differences in performance? ● When I only get one chance, how do I work to make sure the design will fly?

Skills (Framed as Learning Targets) ● I can explain how propulsion works. ● I can describe how forces like thrust, gravity, drag and lift affect rocket motion. ● I can predict how changes in mass, shape or fins affect rocket flight. ● I can build each part of the rocket with accuracy and precision. ● I can put together parts of a rocket according to design and safety constraints. ● I can identify both potential and actual design failures and explain what caused them.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Estes Solid Fuel Rockets Design Challenge: Students will be assessed on the following criteria: - Ability to build the rocket to the given specifications - Does the rocket fly straight and true - Does the parachute open and properly slow the rocket's descent - Complete reflection on rocket build and launch.

Formative Assessment ● Q&A: identifying the forces on and parts of the rockets ● Observation on ability to follow instructions to build the rocket ● Explanation of potential design failures and troubleshoot possible remedies

Reflection on Design Challenge: how your build went based on the criteria, strategies for next

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Grade 6 Intro to Robotics Unit 1 design challenge STAGE 3: LEARNING PLAN First Topic: Newton’s Laws

Estimated # of Lessons: 1-2

Learning Targets: ● I can explain how propulsion works. ● I can describe how forces like thrust, gravity, drag and lift affect rocket motion.

Essential Question: ● How do forces work together to determine whether a rocket succeeds or fails?

Learning Activities: ● Orientation to the Robotics class and design challenges for the trimester ● Explanation of Newton’s laws through video and in class demonstrations (e.g., force of different items based on mass and acceleration… balloon rockets, ping pong balls) Second Topic: Rocket Design Challenge

Estimated # of Lessons: 5-8

Learning Targets: ● I can predict how changes in mass, shape or fins affect rocket flight. ● I can build each part of the rocket with accuracy and precision. ● I can put together parts of a rocket according to design and safety constraints. ● I can identify both potential and actual design failures and explain what caused them.

Essential Questions: ● How do small design decisions create big differences in performance? ● When I only get one chance, how do I work to make sure the design will fly?

Learning Activities: ● Parts of a rocket that are fundamental for flight ● Orientation to design challenge: plan, assemble, test, and reflect ● Research to identify type of fins for the rocket to guide the plan and assembly ● Steps to build a rocket - teacher observes and coaches the assembly process ● Launch rocket and collect data using altitude finder to assess flight path ● Evaluate the design and identify strengths and areas of improvement based on the data

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Grade 6 Intro to Robotics Unit 2

Course Name: Intro to Robotics Unit 2 Title: Machine Robotics

Est. # of Lessons: 20-23

Unit Overview: Next, we come back to Earth and build our first robot—a Square Bot that moves, turns, and follows our commands. We put together the mechanical parts, connect the electronics, and practice driving through obstacle courses to get good at controlling it. Then we switch to block coding, programming our robots to complete tasks on their own—no remote control needed. When our Square Bot successfully runs its first programmed sequence all by itself, we've officially become roboticists who can turn ideas into machine actions.

STAGE 1: DESIRED RESULTS Established Goals ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions (building, testing, and programming the Square Bot) ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes (troubleshooting robot performance) ● DD.01.04: Plan multiple design solutions to solve a problem (programming different sequences for tasks) ● DD.01.05: Explain why a design process leads to useful products (understanding why code sequences work or fail) ● DD.01.06: Critique designs and products created to solve a problem (evaluating robot performance in obstacle courses) ● NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) - CRITICAL FOR ROBOTICS (motors, sensors, programming logic, robot actions) ● NT.02.03: Show evidence of how parts relate to each other through systems thinking (mechanical parts + electronics + code = functioning robot) ● NT.01.01: Explain that new products and systems can be developed to solve problems (programming robots to complete autonomous tasks)

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

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Grade 6 Intro to Robotics Unit 2 Understandings

Essential Questions

● Robots are technological systems where mechanical parts, electronics, and software must work together—if any part fails or is incorrectly connected, the whole system fails. ● Programming is a form of precise communication where humans translate their intentions into step-by-step instructions a machine can execute. ● The sequence and logic of commands determines robot behavior—changing the order or content of instructions produces different results. ● Debugging is an essential and ongoing part of programming—errors provide information about what isn't working and guide improvements.

● How do mechanical parts, electronics, and code work together to make a robot move? ● What's the difference between controlling a machine and teaching it to think for itself? ● How do you communicate instructions to something that can't understand words?

Knowledge

Skills (Framed as Learning Targets)

● Parts of a robotics system: mechanical, electrical and software. ● Testing, debugging and rewriting code as an ongoing part of programming Key Vocabulary: Robot, chassis, motor, wheel, axle, brain, port, signal, program, block coding, command, sequence, autonomous, debug.

● I can identify and correctly assemble the parts of the robot. ● I can explain how motors transfer energy into motion. ● I can troubleshoot mechanical problems with the robot. ● I can explain the role of the brain in controlling the robot. ● I can control the robot’s speed and direction to accurately drive through an obstacle course. ● I can program the robot to complete a sequence of actions autonomously. ● I can debug a program.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment VEX IQ Robot Challenge: Students will be assessed on the following criteria. ● Ability to build their robot according to the given design. ● Can they drive their robot through the given course individually and with a partner (while blindfolded)

Formative Assessment ● Observations on ability to build the robot by following the instructions given. ● Teacher observations and student reflections on communicating and collaborating as a team during the build process ● Team evaluations to identify areas robot is not behaving correctly and troubleshoot what

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Grade 6 Intro to Robotics Unit 2 ● Does their robot autonomously complete the course based on their program?

may be going wrong

Reflection on the VEX IQ Robot Challenge: Was their robot able to correctly complete the tasks when driven by controller and autonomously? If not, what went wrong and how could it have been fixed?

STAGE 3: LEARNING PLAN First Topic: Build Machine Robot

Estimated # of Lessons: 4-6

Learning Targets: ● I can identify and correctly assemble the parts of the robot.

Essential Question: ● How do mechanical parts, electronics, and code work together to make a robot move?

Learning Activities: ● Impact of machine robotics in the world today ● Inventory parts of the robot ● Begin to build the robot in teams (2-3 students) Second Topic: Controlling the Robot

Estimated # of Lessons: 4-6

Learning Targets: ● I can explain how motors transfer energy into motion. ● I can troubleshoot mechanical problems with the robot. ● I can explain the role of the brain in controlling the robot. ● I can control the robot’s speed and direction to accurately drive through an obstacle course.

Essential Questions: ● How do mechanical parts, electronics, and code work together to make a robot move? ● What's the difference between controlling a machine and teaching it to think for itself? ● How do you communicate instructions to something that can't understand words?

Learning Activities: ● How motor works to make the robot go ● Drive the robot, by controller, through a course, completing tasks along the way (e.g., avoiding obstacles and moving items) ● Team Drive: With the driver “blindfolded,” a partner will give instructions on how to successfully drive the robot through a course. Goal is to strengthen communication and precision with partners to practice for future competitions Third Topic: Programming the Robot

Estimated # of Lessons: 10-12

Learning Targets:

Essential Question:

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Grade 6 Intro to Robotics Unit 2 ● I can program the robot to complete a sequence of actions autonomously. ● I can debug a program. ● I can explain how the sequence of commands determines robot behavior.

● ● ●

How do mechanical parts, electronics, and code work together to make a robot move?

What's the difference between controlling a machine and teaching it to think for itself?

How do you communicate instructions to something that can't understand words?

Learning Activities: ● How blockly coding works and how it can be used to control our robot ● Program our robot to perform a simple task on a designed course ● Test and troubleshoot programming on a more complicated course, debugging and making adjustments on the fly

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Grade 7: Robotics-Land & Air

Grade 7 —Robotics: Land and Air Want to fly drones and build competition robots? This is where it happens. Building on our Square Bot foundations, we now work with two new platforms: CoDrones that navigate obstacle courses in the air, and VEX V5 robots engineered for competition-style challenges on the ground. We use the same equipment found in competitions worldwide—developing precision with remote control first, then writing code so our machines complete tasks autonomously. Teamwork, engineering, and programming skills combine as we create robots that actually perform.

Title & Time

Unit 1: Drone 10-12 Lessons (7-9)

Unit 2: VEX Robots 18-20 Lessons (12-14)

Flying a drone is easy. Programming one to navigate obstacles on its own? That's the real challenge. We take our coding skills airborne with CoDrone kits—learning to fly using controllers, then switching to code. We program flight paths, navigate obstacle courses, and debug programs when our drones drift off course or lose altitude. When something breaks—motors fail, propellers crack—we repair it and get back in the air.

Build a robot strong enough to push, lift, and score. Then program it to compete. Next, we level up from our Square Bots to VEX V5—a more powerful platform with advanced mechanical design principles like gear ratios, motion transfer, and structural stability. Working in teams, we engineer robots to solve competition-style challenges—moving objects, scoring points, completing courses. We develop precision with remote control first, then write autonomous programs so our robots can compete without us touching the controller.

Image

Focus

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Grade 7: Robotics-Land & Air Unit 1

Course Name: Robotics: Land and Air Unit 1 Title: Drones

Est. # of Lessons: 10-12

Unit Overview: Flying a drone is easy. Programming one to navigate obstacles on its own? That's the real challenge. We take our coding skills airborne with CoDrone kits—learning to fly using controllers, then switching to code. We program flight paths, navigate obstacle courses, and debug programs when our drones drift off course or lose altitude. When something breaks—motors fail, propellers crack—we repair it and get back in the air.

STAGE 1: DESIRED RESULTS Established Goals ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● DD.03.04: Identify and describe types of land, water, air and space transportation systems ● NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.02.09: Evaluate the importance of maintenance on a system to ensure proper functioning, extending life and upgrading capability ● IT.01.01: Design and use instruments to gather data

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings

Essential Questions

● Drones are aerial robotic systems where mechanical parts (motors, propellers, frame), sensors (gyroscope,

● When do you let go of the controls and trust your code to fly the drone? ● What makes a drone stay level instead of

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Grade 7: Robotics-Land & Air Unit 1 accelerometer), and software (flight code) must work together—if any component fails or is incorrectly programmed, the entire system fails. ● Manual control requires continuous human input for every action, while autonomous programming allows drones to execute pre-planned sequences without human intervention—this shift from direct control to coded instructions is fundamental to robotics. ● Debugging is systematic problem-solving where errors in flight reveal what isn't working in the code—analyzing failed flights provides information that guides code improvements. ● Mechanical systems require ongoing maintenance and repair to function reliably—diagnosing hardware failures (motors, propellers) and fixing them is as critical as writing good code.

flipping over or drifting off course? ● When code doesn't work the way you expected, how do you figure out what went wrong?

Knowledge

Skills (Framed as Learning Targets)

● Parts of a drone system: mechanical, electrical and software. ● Testing, debugging and rewriting code as an ongoing part of programming ● Safety protocols ● Sensor feedback systems ● Systematic troubleshooting Key Vocabulary: drone, prop, motor, frame, yaw, pitch, roll, lift, blockly coding, gyroscope, accelerometer, sensor, hover, stabilization,

● I can explain how a drone works to collect data and use that data to take specific actions. ● I can safely operate a drone using a controller. ● I can program a drone to complete a flight path or obstacle course. ● I can debug and revise my code. ● I can diagnose and repair basic drone hardware issues. ● I can test drone performance and make improvements based on results. ● I can work collaboratively with teammates to solve technical and interpersonal challenges. ● I can communicate my problem solving process and explain my solution.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

CoDrone EDU Challenge: Students will be assessed on the following criteria: ● Ability to maintain their drone through

● Regular log book recordings based on what happened with the drone (processes, strengths, challenges)

452

Grade 7: Robotics-Land & Air Unit 1 mechanical failures ● Can they fly their robot through the given course, completing tasks individually and with a partner? ● Does their drone autonomously complete the tasks based on their program?

Reflection on the CoDrone EDU Challenge: Was their drone able to correctly complete the tasks when flown by controller and autonomously? If not, what went wrong and how could it have been fixed? Were there any difficulties faced when fixing the drone mechanically?

● Observations on ability to fix the drone with and without assistance from the teacher. ● Teacher observations and student reflections on communicating and collaborating as a team during the flying and programming. ● Team evaluations to identify areas drone is not behaving correctly and troubleshoot what may be going wrong

STAGE 3: LEARNING PLAN First Topic: Flying Drones

Estimated # of Lessons: 5-6

Learning Targets: ● I can explain how a drone works to collect data and use that data to take specific actions. ● I can safely operate a drone using a controller. ● I can diagnose and repair basic drone hardware issues. ● I can work collaboratively with teammates to solve technical and interpersonal challenges. ● I can communicate my problem solving process and explain my solution.

Essential Questions: ● What makes a drone stay level instead of flipping over or drifting off course?

Learning Activities: ● Orientation to the Land and Air course as well as safety protocols and key equipment ● Understand how CoDrones mechanical systems work and how to repair them ● Fly drones by controller through courses ● Working together as a team to provide precise communication to help fly the drone successfully Second Topic: Programming Drones

Estimated # of Lessons: 5-6

Learning Targets: ● I can program a drone to complete a flight path or obstacle course. ● I can debug and revise my code. ● I can test drone performance and make

Essential Questions: ● What makes a drone stay level instead of flipping over or drifting off course? ● When do you let go of the controls and trust your code to fly the drone?

453

Grade 7: Robotics-Land & Air Unit 1 improvements based on results. ● I can work collaboratively with teammates to solve technical and interpersonal challenges. ● I can communicate my problem-solving process and explain my solution.

●

When code doesn't work the way you expected, how do you figure out what went wrong?

Learning Activities: ● Review basic blockly coding techniques specific to CoDrones ● Program and debug drone code with partners to complete tasks in the given course

454

Grade 7: Robotics-Land & Air Unit 2

Course Name: Robotics: Land and Air Unit 2 Title: Vex Robots

Est. # of Lessons: 18-20

Unit Overview: Build a robot strong enough to push, lift, and score. Then program it to compete.

Next, we level up from our Square Bots to VEX V5—a more powerful platform with advanced mechanical design principles like gear ratios, motion transfer, and structural stability. Working in teams, we engineer robots to solve competition-style challenges—moving objects, scoring points, completing courses. We develop precision with remote control first, then write autonomous programs so our robots can compete without us touching the controller.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.02: Incorporate science concepts and mathematical processes applied through the use of technology ● DD.01.04: Plan multiple design solutions to solve a problem ● DD.01.07: Explain that requirements for a design are made up of criteria and constraints ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.04: Select and use appropriate materials, tools and machines ● NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors ● NT.02.09: Evaluate the importance of maintenance on a system to ensure proper functioning, extending life and upgrading capability ● IT.01.01 - Design and use instruments to gather data

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, SelfDirected Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

455

Grade 7: Robotics-Land & Air Unit 2 ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings ● Gear ratios control the relationship between motor speed and power—higher ratios create more torque (lifting/pushing force) but reduce speed, while lower ratios create more speed but reduce power. ● Every robot design involves trade-offs between competing performance goals— optimizing for speed reduces power, adding complexity reduces reliability, increasing strength adds weight. ● Robots function as integrated systems where mechanical components, electronics, and software must work together—changing one element affects the entire system in predictable and unpredictable ways. ● Diagnosing robot failures requires systematic troubleshooting—mechanical problems (broken gears, loose connections) have different solutions than programming problems (incorrect sequences, timing errors). ● Competition constraints (size limits, material restrictions, rules) force creative engineering solutions—limitations drive innovation by requiring engineers to do more with less.

Essential Questions ● How do engineers turn spinning motors into robots that can push, lift, and score? ● What makes a robot strong enough to win competitions but not so complicated it breaks down? ● When your robot can't complete a challenge, how do you figure out if it's a design problem or a code problem?

Knowledge

Skills (Framed as Learning Targets)

● Parts of a robotics system: mechanical, electrical and software. ● Testing, debugging and rewriting code as an ongoing part of programming

● I can identify and correctly assemble the parts of the robot. ● I can explain how motors transfer energy into motion. ● I can troubleshoot mechanical problems with the robot. ● I can explain the role of the brain in controlling the robot. ● I can control the robot’s speed and

Key Vocabulary: Robot, chassis, motor, wheel, axle, brain, port, signal, claw, gear, gear ratio, program, block coding, command, sequence, autonomous, debug.

456

Grade 7: Robotics-Land & Air Unit 2

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direction to accurately drive through an obstacle course.

I can program the robot to complete a sequence of actions autonomously.

I can debug a program.

I can work collaboratively with teammates to solve technical and interpersonal challenges.

I can communicate my problem solving process and explain my solution.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

VEX V5Robot Challenge: Students will be assessed on the following criteria. ● Ability to build their robot according to the given design. ● Can they drive their robot through the given course individually and with a partner (while blindfolded) ● Does their robot autonomously complete the course based on their program?

Reflection on the VEX V5Robot Challenge: Was their robot able to correctly complete the tasks when driven by controller and autonomously? If not, what went wrong and how could it have been fixed?

● Regular log book recordings based on what happened with the VexV5 Robot (processes, strengths, challenges) ● Observations on ability to build the robot by following the instructions given. ● Teacher observations and student reflections on communicating and collaborating as a team during the build process ● Team evaluations to identify areas robot is not behaving correctly and troubleshoot what may be going wrong

STAGE 3: LEARNING PLAN First Topic: Building and Driving Vex Robots

Estimated # of Lessons: 9-10

Learning Targets: ● I can identify and correctly assemble the parts of the robot. ● I can explain how motors transfer energy into motion. ● I can troubleshoot mechanical problems with the robot. ● I can explain the role of the brain in controlling the robot. ● I can control the robot's speed and direction to accurately drive through an obstacle course. ● I can work collaboratively with teammates

Essential Questions: ● How do engineers turn spinning motors into robots that can push, lift, and score? ● What makes a robot strong enough to win competitions but not so complicated it breaks down?

457

Grade 7: Robotics-Land & Air Unit 2 to solve technical and interpersonal challenges. ● I can communicate my problem-solving process and explain my solution.

Learning Activities: ● Impact of machine robotics in the world today ● Inventory parts of the robot ● Begin to build the robot in teams (2-3 students) ● Drive the robot, by controller, through a course, completing tasks along the way (e.g., avoiding obstacles and moving items) ● Team Drive: With the driver “blindfolded,” a partner will give instructions on how to successfully drive the robot through a course. Goal is to strengthen communication and precision with partners to practice for future competitions Second Topic: Programming Robots

Estimated # of Lessons: 9-10

Learning Targets: ● I can program the robot to complete a sequence of actions autonomously. ● I can debug a program. ● I can explain how the sequence of commands determines robot behavior. ● I can work collaboratively with teammates to solve technical and interpersonal challenges. ● I can communicate my problem-solving process and explain my solution.

Essential Questions: ● What makes a robot strong enough to win competitions but not so complicated it breaks down? ● When your robot can't complete a challenge, how do you figure out if it's a design problem or a code problem?

Learning Activities: ● How blockly coding works and how it can be used to control our robot ● Program our robot to perform a simple task on a designed course ● Test and troubleshoot programming on a more complicated course, debugging and making adjustments on the fly

458

Grade 8: Robotics-Maritime

Grade 8 —Robotics: Maritime Some environments don't forgive mistakes. Underwater is one of them. We build underwater ROVs that must work reliably in hostile environments—no opening them up mid-mission, no quick fixes once submerged. We construct complete systems, pilot them through underwater challenges, identify failures, then use CAD to design and 3D print parts that solve specific problems. When designs fail, we analyze together, propose solutions, and build consensus on what to redesign.

Unit 1: Underwater ROV (SeaPerch) 20-22 Days (17-20)

Unit 2: CAD to Improve ROV 8-10 Days (3-6)

Maritime robotics is engineering without safety nets. Building on our robotics foundations, we now construct underwater ROVs that must work reliably in hostile environments—no opening them up midmission, no quick fixes once submerged. We learn new fabrication skills: cutting PVC frames, soldering circuit boards, and waterproofing electronics. We pilot our ROVs through underwater challenges, identify failures, then use CAD to design and 3D print parts that solve specific problems. When designs fail, we analyze together, propose solutions, and build consensus on what to redesign.

Now that we know what doesn't work, design the parts that fix it. Our initial testing revealed both strengths and design flaws. We learn CAD using Tinkercad to engineer solutions that improve our design. We design custom components that meet size and function requirements, prepare them for 3D printing, print them, and integrate them into our existing ROVs. Finally, we test whether our custom designs actually improve performance, then compete to see whose solutions work best.

459

Grade 8: Robotics-Maritime Unit 1 Course Name: Robotics: Maritime Unit 1 Title: Underwater ROV (Sea Perch)

Est. # of Lessons: 20-22

Unit Overview: Maritime robotics is engineering without safety nets. Building on our robotics foundations, we now construct underwater ROVs that must work reliably in hostile environments—no opening them up mid-mission, no quick fixes once submerged. We learn new fabrication skills: cutting PVC frames, soldering circuit boards, and waterproofing electronics. We pilot our ROVs through underwater challenges, identify failures, then use CAD to design and 3D print parts that solve specific problems. When designs fail, we analyze together, propose solutions, and build consensus on what to redesign.

STAGE 1: DESIRED RESULTS Established Goals ● DD.02.04: Select and use appropriate materials, tools and machines ● DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.01.02: Incorporate science concepts and mathematical processes applied through the use of technology ● DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes ● DD.03.04: Identify and describe types of land, water, air and space transportation systems ● NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) ● NT.02.03: Show evidence of how parts relate to each other through systems thinking ● NT.02.09: Evaluate the importance of maintenance on a system to ensure proper functioning, extending life and upgrading capability

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, SelfDirected Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight in-demand employability

460

Grade 8: Robotics-Maritime Unit 1 skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings ● Underwater environments are hostile to electronics and unforgiving of errors— some water intrusion, electrical shorts, and buoyancy problems cannot be fixed midmission, requiring higher standards of construction than surface-based robots. ● Underwater ROVs are complex systems where structural components, propulsion systems, electrical circuits, and waterproofing must all function reliably— failure of any single component compromises the entire system. ● Diagnosing ROV failures requires systematic troubleshooting to distinguish between design problems (inherent to the plan), building problems (errors in construction), and operational problems (piloting technique). ● Complex systems require coordinated teamwork where members divide tasks strategically, communicate precisely during critical operations, and maintain shared responsibility for overall system success.

Knowledge ● Safety Protocols ● Tools used to build and assemble an underwater ROV ● How to properly and safely solder PCBs ● Testing and fixing electrical systems ● Texting and adjusting buoyancy for an underwater ROV Key Vocabulary: Drill, pvc cutter, soldering iron, solder, wire cutter, wire stripper, pliers, multimeter, PCB, motor, buoyancy.

Essential Questions ● When I can't reach in and fix a problem, how does that change the way I build? ● How do I troubleshoot a robot when I can only see what it does, not what's happening inside? ● When my ROV fails a task underwater, how do I figure out if it's a piloting problem, a design problem, or a building problem?

Skills (Framed as Learning Targets) ● I can safely use hand tools to cut, measure, and assemble PVC for an ROV frame. ● I can solder electrical connections on a circuit board correctly and safely. ● I can wire motors and control systems according to a wiring diagram. ● I can waterproof electronic components to function underwater. ● I can assemble,test and safely operate an underwater ROV system. ● I can navigate an underwater course and complete task-based challenges. ● I can troubleshoot mechanical and electrical problems with my ROV.

461

Grade 8: Robotics-Maritime Unit 1 ● I can test, evaluate, and improve ROV performance based on results. ● I can work collaboratively to build, operate, and refine an engineering system.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

SeaPerch Challenge: Students will be assessed on the following criteria: ● Ability to build their ROV and communicate effectively with a team. ● Ability to solder electronic components ● Does their ROV float and drive underwater while maintaining watertight integrity?

● Regular log book recordings based on what happened with the ROV (processes, strengths, challenges) ● Observations on ability to fix the ROV, mechanically and electronically, with and without assistance from the teacher. ● Teacher observations and student reflections on communicating and collaborating as a team during the building and driving. ● Team evaluations to identify areas ROV is not behaving correctly and troubleshoot what may be going wrong

Reflection on the SeaPerch Challenge: What part of the building process was the most difficult for you? Was their ROV able to stay watertight while completing the tasks. If not, where was the leak and how could they have prevented it? Were they able to drive the ROV and complete the tasks?

Where did you have the most trouble in the driving process?

STAGE 3: LEARNING PLAN First Topic: Soldering and Controller Build

Estimated # of Lessons: 8-10

Learning Targets: ● I can solder electrical connections on a circuit board correctly and safely. ● I can troubleshoot electrical problems with my ROV. ● I can work collaboratively to build, operate, and refine an engineering system.

Essential Questions: ● When I can't reach in and fix a problem, how does that change the way I build?

Learning Activities: ● Introduction to shop and safety rules ● Orientation to tools and how to safely use them ● Solder practice PCBs ● Solder controller Second Topic: Building ROV

Estimated # of Lessons: 4-6

Learning Targets:

Essential Questions:

462

Grade 8: Robotics-Maritime Unit 1 ● I can safely use hand tools to cut, measure, and assemble PVC for an ROV frame. ● I can wire motors and control systems according to a wiring diagram. ● I can waterproof electronic components to function underwater. ● I can work collaboratively to build, operate, and refine an engineering system.

● When I can't reach in and fix a problem, how does that change the way I build? ● How do I troubleshoot a robot when I can only see what it does, not what's happening inside?

Learning Activities: ● Orientation to tools and how to safely use them ● Measure, cut and assemble pvc frame ● Build motor canisters Third Topic: Assembling and Testing ROV

Estimated # of Lessons: 4-6

Learning Targets: ● I can assemble, test and safely operate an underwater ROV system. ● I can navigate an underwater course and complete task-based challenges. ● I can troubleshoot mechanical and electrical problems with my ROV. ● I can test, evaluate, and improve ROV performance based on results. ● I can work collaboratively to build, operate, and refine an engineering system.

Essential Question: ● How do I troubleshoot a robot when I can only see what it does, not what's happening inside? ● When my ROV fails a task underwater, how do I figure out if it's a piloting problem, a design problem, or a building problem?

Learning Activities: ● Test all components separately ● Assemble all components together ● Test components again ● Test buoyancy and drive the ROV

463

Grade 8: Robotics-Maritime 2 Course Name: Robotics: Maritime Unit 2 Title: CAD to Improve ROV

Est. # of Lessons: 8-10

Unit Overview: Now that we know what doesn't work, design the parts that fix it. Our initial testing revealed both strengths and design flaws. We learn CAD using Tinkercad to engineer solutions that improve our design. We design custom components that meet size and function requirements, prepare them for 3D printing, print them, and integrate them into our existing ROVs. Finally, we test whether our custom designs actually improve performance, then compete to see whose solutions work best.

STAGE 1: DESIRED RESULTS Established Goals ● DD.01.04 - Plan multiple design solutions to solve a problem ● DD.02.07 - Create various graphic representations or drawing of the design solution ● DD.01.02 - Incorporate science concepts and mathematical processes applied through the use of technology ● DD.02.04 - Select and use appropriate materials, tools and machines ● DD.02.01 - Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions ● DD.02.12 - Evaluate the effectiveness of a model and recommend necessary changes ● DD.01.07 - Explain that requirements for a design are made up of criteria and constraints ● NT.01.01 - Explain that new products and systems can be developed to solve problems ● NT.01.04 - Recognize and explain that creativity is the basis for the development of products and systems ● NT.02.03 - Show evidence of how parts relate to each other through systems thinking ● NT.02.06 - Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, SelfDirected Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight indemand employability skills with

464

Grade 8: Robotics-Maritime 2 related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings ● Effective engineering design starts with clearly defining the problem to solve—custom ROV parts must address specific performance issues identified during testing rather than generic improvements. ● Not all designs that look good in CAD can be successfully 3D printed—overhang angles, support requirements, wall thickness, and layer adhesion all constrain what's actually buildable. ● Custom parts can fail at three stages—design (wrong solution), manufacturing (printing error), or integration (installation problem)— systematic testing at each stage identifies where problems originate. ● Design decisions involve trade-offs between competing factors—optimizing for function may complicate manufacturing, maximizing strength may add weight, improving grip may reduce speed. ● Adding components to existing systems creates both intended benefits and unintended consequences—a new gripper may improve object manipulation but worsen buoyancy, requiring additional design adjustments.

Essential Questions ● How do I design a part to solve a specific problem rather than just make a part that looks cool? ● What makes a design "printable" versus just "designed"? ● When my printed part doesn't work as expected, how do I know if I designed it wrong, printed it wrong, or installed it wrong?

Knowledge

Skills (Framed as Learning Targets)

● 3D CAD part design ○ Create from a drawn design ○ Edit part if it does not meet requirements ● 3D printing ○ Convert CAD files to properly sliced 3D printer files ○ Print, remove, sand and assemble 3D printed parts

● I can use Tinkercad to create a 3D model using basic CAD tools. ● I can design a custom part that meets specific size and function requirements. ● I can revise a CAD design based on testing and feedback. ● I can prepare and print a CAD. ● I can explain how my designed part improves or supports the ROV’s performance. ● I can integrate a 3D-printed part into a physical engineering system. ● I can apply the engineering design

Key Vocabulary: CAD, export, align, group, workplane, filament, extruder, build plate, slicing, additive manufacturing.

465

Grade 8: Robotics-Maritime 2 process to improve a CAD design. ● I can work collaboratively to (re)design an ROV system.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

CAD Challenge: Students will be assessed on the following criteria: ● Ability to create a 3D part for their ROV that fits and functions as desired. ● Communicate effectively with a team during the design process. ● Ability upload, slice and 3D print their part.

● Observations on ability to create a 3D printed part with minimal input from the teacher. ● Teacher observation on student ability to work and communicate as a team when designing and creating their 3D printed part.

Reflection on the CAD Challenge: Does your printed part work as intended? Does it improve your ROV in any way?

STAGE 3: LEARNING PLAN First Topic: Using Tinkercad to Design

Estimated # of Lessons: 8-10

Learning Targets: ● I can use Tinkercad to create a 3D model using basic CAD tools. ● I can design a custom part that meets specific size and function requirements. ● I can revise a CAD design based on testing and feedback. ● I can prepare and print a CAD. ● I can explain how my designed part improves or supports the ROV’s performance. ● I can integrate a 3D-printed part into a physical engineering system. ● I can apply the engineering design process to improve a CAD design. ● I can work collaboratively to (re)design an ROV system.

Essential Question: ● How do I design a part to solve a specific problem rather than just make a part that looks cool? ● What makes a design "printable" versus just "designed"? ● When my printed part doesn't work as expected, how do I know if I designed it wrong, printed it wrong, or installed it wrong?

Learning Activities: ● Orientation to TinkerCAD program ● TinkerCAD basic lessons ● Design part for ROV ● Design and Print ROV part ● Assemble and test 3D printed part

466

Robotics ROBOTICS COURSE # WTN301

0.5 Credit (FVA, STEM)

Robots are everywhere—manufacturing our products, exploring distant planets, performing surgeries, and delivering our packages. In this course, we become the designers and programmers behind these machines.

We build functional robots from the ground up, learning mechanical design, electronics, and coding through projects that mirror real-world applications. As we problem-solve through design challenges and refine our creations, we develop both technical robotics skills and the teamwork abilities that every engineer needs.

467

Robotics

Robotics: Semester Course Robots are everywhere—manufacturing our products, exploring distant planets, performing surgeries, and delivering our packages. In this course, we become the designers and programmers behind these machines. We build functional robots from the ground up, learning mechanical design, electronics, and coding through projects that mirror real-world applications. As we problem-solve through design challenges and refine our creations, we develop both technical robotics skills and the teamwork abilities that every engineer needs. This foundational course prepares us for the industrial-scale automation challenges ahead in Advanced Robotics.

Unit 1: Underwater ROV (SeaPerch)

Unit 2: Strategic Design: Competition Robotics

Our robotics journey begins where few robots dare to go: underwater.

We design and build a SeaPerch remotely operated vehicle (ROV) that must function in one of engineering's most challenging environments.

Every component—from thruster placement to circuit waterproofing— requires applying principles of buoyancy, propulsion, and electrical systems while working as a team to troubleshoot problems. As we test our ROV and watch it navigate underwater obstacles, we discover how engineers adapt technology to work where humans can't go.

After building our underwater ROV, VEX Robotics challenges us to think strategically about mechanical design—every gear ratio affects speed and torque, every structural choice impacts performance, every line of code determines whether our robot acts or reacts. We build robots that operate both autonomously and under our control, applying principles of motion transfer and structural engineering to solve increasingly complex challenges. As we iterate through designs, test our robots against competition scenarios, and collaborate to overcome technical obstacles, we build both better robots and better engineering skills.

468

Robotics Unit 1 Course Name: Robotics Unit 1 Title: Underwater ROV (SeaPerch)

Est. # of Lessons: 12

Unit Overview: Our robotics journey begins where few robots dare to go: underwater. We design and build a SeaPerch remotely operated vehicle (ROV) that must function in one of engineering's most challenging environments. Every component—from thruster placement to circuit waterproofing—requires applying principles of buoyancy, propulsion, and electrical systems while working as a team to troubleshoot problems. As we test our ROV and watch it navigate underwater obstacles, we discover how engineers adapt technology to work where humans can't go.

STAGE 1: DESIRED RESULTS Established Goals ● ENG.02.01 Identify the components of the design process: define the problem, brainstorm, research, develop solutions, prototype, test/evaluate, and communicate results. ● ENG.02.05 Brainstorm possible solutions. ● ENG.02.06 Analyze and research between alternate solutions. ● ENG.05.02 Write technical reports. ● ENG.05.04 Actively contribute to a team project. ● ENG.06.03 Use all tools and equipment safely

Transfer Goals

● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings

Essential Questions

● Underwater environments create unique engineering challenges—buoyancy, water pressure, and the need for waterproofing require different design approaches than robots operating in air. ● ROVs function as integrated systems where mechanical components (frame, thrusters, ballast), electrical systems (circuits, motors, controllers), and design

● Why is soldering an essential skill for building reliable electronic systems? ● What makes a high-quality solder joint, and how can common errors be identified and fixed? ● How does documenting our work help us improve as engineers? ● How does motor assembly and

469

Robotics Unit 1

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choices (weight distribution, thruster placement) must work together—failure of any single element compromises the entire system.

Achieving neutral buoyancy requires balancing weight and displacement—ROVs must be weighted precisely so they neither sink nor float, allowing controlled movement in all directions.

Thruster placement and configuration determine an ROV's maneuverability— strategic positioning enables forward/backward motion, turning, and vertical control while poor placement creates instability.

Testing reveals the gap between designed performance and actual performance— underwater trials expose problems invisible during construction (poor stability, insufficient thrust, water intrusion) that require iterative refinement.

Waterproofing electronics is critical for underwater robotics—one leak can cause electrical shorts and complete system failure, making prevention more effective than attempting repairs after submersion.

Complex robotics projects require coordinated teamwork—dividing tasks strategically, communicating clearly during assembly and testing, and maintaining shared responsibility for system success are essential for completing functional ROVs. Underwater robotics extends human capabilities—ROVs can access depths, temperatures, and conditions unsafe for divers, making them essential tools for ocean exploration, infrastructure inspection, and environmental monitoring.

Knowledge

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Safety and Tools ROV Design and Planning Frame Construction Motor and Electronics Assembly Waterproofing and Testing

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placement affect an ROV's movement and performance underwater?

What problems can occur during assembly, and how can testing and troubleshooting improve our design?

Why are ROVs essential tools for work in environments that are dangerous or inaccessible to humans?

How does frame structure affect how the ROV moves and stays stable underwater?

How can testing and iteration help us improve a design we couldn't perfect on the first try?

Why does balance matter when designing something that moves through water?

Skills (Framed as Learning Targets) ● I can follow safety procedures when using a soldering iron and handling hot components. ● I can prepare wires and components correctly (stripping, tinning, positioning)

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Robotics Unit 1 ● Underwater Operations Key Vocabulary: ROV (remotely operated vehicle), buoyancy, stability, thruster, propulsion, neutral buoyancy, ballast, tether, frame, waterproofing, switches, soldering, wiring, circuit board, joystick controller, PVC, hydrodynamics, control box, submersion, testing protocol.

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and create clean, secure solder joints.

I can recognize and correct common soldering problems (cold joints, excess solder, bridging).

I can document my soldering practice with photos and reflections on what I learned from mistakes.

I can work safely alongside teammates and help troubleshoot a partner's solder joints.

I can identify the parts of a SeaPerch motor assembly and explain how the motor produces thrust and controls movement.

I can safely assemble a SeaPerch motor with correct propeller orientation and waterproof electrical connections.

I can test the motor for proper operation and troubleshoot issues such as reversed direction or loose connections.

I can describe real-world ROV applications and explain why reliable motors are critical for these missions.

I can coordinate with my team to divide tasks, verify each other's work, and document our assembly process.

I can identify design constraints for an underwater ROV frame (size, weight, balance, materials) and sketch multiple solutions.

I can design and build a frame that supports proper motor placement and achieves neutral buoyancy.

I can measure, cut, and assemble frame components accurately using hand tools.

I can test my frame, identify problems, and revise my design based on results and feedback.

I can document the design process with sketches, measurements, and reflections in an engineering notebook.

I can contribute ideas, listen to teammates, and help the team reach consensus on design decisions.

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Robotics Unit 1 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

ROV Build, Test, Reflect: ● Demonstrate their understanding of underwater robotics by evaluating the design and performance of an ROV. ● Explain how buoyancy, thruster placement, waterproofing, and system integration affect ROV functionality, using evidence from testing and iteration. ● Reflect on how teamwork and problemsolving contributed to overcoming engineering challenges

● Engineering notebook to document their design process, including initial ideas, sketches, design decisions, testing results, and revisions. ● 1:1 check-ins and guiding questions to support ongoing improvement throughout the project.

STAGE 3: LEARNING PLAN First Topic: Soldering

Estimated # of Lessons: 8-10

Learning Targets: ● I can follow safety procedures when using a soldering iron and handling hot components. ● I can prepare wires and components correctly (stripping, tinning, positioning) and create clean, secure solder joints. ● I can recognize and correct common soldering problems (cold joints, excess solder, bridging). ● I can document my soldering practice with photos and reflections on what I learned from mistakes. ● I can work safely alongside teammates and help troubleshoot a partner's solder joints.

Essential Questions: ● Why is soldering an essential skill for building reliable electronic systems? ● What makes a high-quality solder joint, and how can common errors be identified and fixed? ● How does documenting our work help us improve as engineers?

Learning Activities: ● Soldering on a practice circuit board ● Soldering of controller circuit board and motors ● Document solder joints with photos and written reflections in engineering notebook Second Topic: Motor Assembly

Estimated # of Lessons: 4-6

Learning Targets: ● I can identify the parts of a SeaPerch motor assembly and explain how the motor produces thrust and controls movement.

Essential Questions: ● How does motor assembly and placement affect an ROV's movement and performance underwater?

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Robotics Unit 1 ● I can safely assemble a SeaPerch motor with correct propeller orientation and waterproof electrical connections. ● I can test the motor for proper operation and troubleshoot issues such as reversed direction or loose connections. ● I can describe real-world ROV applications and explain why reliable motors are critical for these missions. ● I can coordinate with my team to divide tasks, verify each other's work, and document our assembly process.

● What problems can occur during assembly, and how can testing and troubleshooting improve our design? ● Why are ROVs essential tools for work in environments that are dangerous or inaccessible to humans?

Learning Activities: ● Waterproof motor in plastic film container using wax ● Assemble propeller in proper orientation and attach onto motor shaft ● Test motor to ensure proper operation and orientation ● Research and discuss real-world ROV applications ● Document assembly process with photos and notes in engineering notebook Third Topic: Frame Design

Estimated # of Lessons:10-12

Learning Targets: ● I can identify design constraints for an underwater ROV frame (size, weight, balance, materials) and sketch multiple solutions. ● I can design and build a frame that supports proper motor placement and achieves neutral buoyancy. ● I can measure, cut, and assemble frame components accurately using hand tools. ● I can test my frame, identify problems, and revise my design based on results and feedback. ● I can document the design process with sketches, measurements, and reflections in an engineering notebook. ● I can contribute ideas, listen to teammates, and help the team reach consensus on design decisions.

Essential Questions: ● How does frame structure affect how the ROV moves and stays stable underwater? ● How can testing and iteration help us improve a design we couldn't perfect on the first try? ● Why does balance matter when designing something that moves through water?

Learning Activities: ● Research and brainstorm solutions for the ROV ● Create detailed labeled sketches of design concepts ● Document design procedure in an engineering notebook ● Test for balance and neutral buoyancy ● Conduct team design review to discuss and refine ideas

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Robotics Unit 2

Course Name: Robotics Unit 2 Title: Strategic Design: Competition Robotics

Est. # of Lessons: 22

Unit Overview: After building our underwater ROV, VEX Robotics challenges us to think strategically about mechanical design—every gear ratio affects speed and torque, every structural 1: DESIRED RESULTS choice impacts performance, every STAGE line of code determines whether our robot acts or reacts. We build robots that operate both autonomously and under our control, applying principles of motion Established Goals to solve increasingly complex challenges.

Transfer transfer and structural engineering AsGoals we iterate through designs, test our robots against competition scenarios, and collaborate to overcome technical ● ENG.02.01 the components of theengineering ● Become fluent in the tools and techniques obstacles, we build Identify both better robots and better skills. design process: define the problem, to achieve an expected level of precision brainstorm, research, develop solutions, based on modern industry standards (VOG: prototype, test/evaluate, and communicate Critical Thinkers, Self-Directed Learners); results. ● Develop a product or possible solution that ● ENG.02.05 Brainstorm possible solutions. addresses the problem and adheres to key ● ENG.02.06 Analyze and research between task constraints (e.g., timeline, cost, alternate solutions. restrictions, available resources, audience) ● ENG.05.02 Write technical reports.

(VOG: Critical Thinkers, Information Analysts, ● ENG.05.04 Actively contribute to a team Self-Directed Learners); project. ● Work together on a common goal to break ● ENG.06.03 Use all tools and equipment down a task in manageable pieces, safely generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings ●

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Gear ratios change how a robot moves.

Lower gear ratios make the robot move faster but with less strength. Higher gear ratios make the robot stronger but slower.

Robot design involves trade-offs. Making a robot faster can make it weaker. Adding more parts can make it heavier and more likely to break.

Essential Questions ● ● ● ●

What design choices affect a robot's speed, stability, and control?

How can testing help identify and solve mechanical, electrical, or code problems?

How does code translate our intentions into robot actions?

How do robotics competitions mirror

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Robotics Unit 2 ● A robot’s structure matters. How weight is spread out, how strong the materials are, and how solid the frame is affect whether a robot can handle stress or breaks during use. ● Autonomous robots need smart programming. The code must read sensors, make decisions, and control motors without help from a driver. ● Manual control and autonomous control have different uses. Drivers can react quickly during a match, while autonomous programs follow planned actions consistently. ● Robot problems come from different systems. Mechanical issues involve broken or slipping parts, electrical problems affect power or connections, and coding errors cause wrong or no movement. ● Testing and improving makes robots better. By testing, teams find problems and make changes to the design, structure, or code to improve performance.

Knowledge ● ● ● ● ● ●

VEX System Overview Drivetrain Design Gear Ratios and Motion Transfer Sensors and Autonomous Programming Competition Task Analysis Iteration and Optimization

Key Vocabulary: gear ratio, torque, mechanical advantage, trade-off, structural engineering, weight distribution, material strength, frame rigidity, joint stability, autonomous, programming, sensor, motor output, manual control, diagnostic, mechanical failure, electrical failure, code error, iterative testing

real-world engineering challenges? ● How do sensors help robots "understand" their environment and make decisions? ● Why is testing code just as important as testing mechanical systems? ● How do gears change the way force and motion are transferred in a mechanical system? ● How do we decide between speed and power when designing a drivetrain for a specific task? ● What patterns emerge when we systematically test different gear configurations?

Skills (Framed as Learning Targets) ● I can assemble a VEX Speedbot with a working drivetrain, connecting motors, wheels, and gears correctly. ● I can troubleshoot mechanical and electrical issues to ensure the robot functions properly. ● I can design a race course that challenges speed, maneuverability, and strategy. ● I can write basic code to control my speedbot's motors and explain the difference between manual and autonomous control. ● I can test and refine my robot, recording data and reflecting on what changes improved performance. ● I can work with teammates to assemble, test, and refine our speedbot, dividing tasks based on strengths. ● I can identify the problem and constraints of the RoboSoccer

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Robotics Unit 2

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challenge and brainstorm multiple design solutions.

I can select, justify, and sketch a design solution based on performance goals.

I can write and debug an autonomous routine using sensor inputs to complete challenge tasks.

I can test my code and robot, identify errors, and refine both until performance improves.

I can document my design decisions, code versions, and iterations in my engineering notebook.

I can collaborate with my team to brainstorm, build, program, and troubleshoot together.

I can explain how gears transmit motion and how different gear sizes affect speed and torque.

I can calculate simple gear ratios from gear teeth counts and predict results before building.

I can assemble and modify gear trains using VEX V5 parts to test speed vs. torque trade-offs.

I can document gear ratio experiments with data tables and explain the relationship between ratios and outcomes.

I can share observations with teammates and build on each other's discoveries.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Design Competition Robot: Design, build, and refine a fully functional robot, including a working drivetrain and motors, while optimizing performance for speed, strength, and stability.

NOTE: If the course aligns with statewide competition, students will have the opportunity to participate. If not, this will be done at a class level.

Formative Assessment ● Engineering notebook: develop a plan to build a robot that can complete specific tasks and compete against other robots. ● Written reflection: ○ How does changing a gear ratio affect a robot’s speed and strength? ○ What trade-offs did you face when designing or building your

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Robotics Unit 2 robot? ○ How did the structure and materials of your robot affect its performance? ○ What changes did you make after testing, and how did they improve your robot?

STAGE 3: LEARNING PLAN First Topic: Robo Rally

Estimated # of Lessons:6-8

Learning Targets: ● I can assemble a VEX Speedbot with a working drivetrain, connecting motors, wheels, and gears correctly. ● I can troubleshoot mechanical and electrical issues to ensure the robot functions properly. ● I can design a race course that challenges speed, maneuverability, and strategy. ● I can write basic code to control my speedbot's motors and explain the difference between manual and autonomous control. ● I can test and refine my robot, recording data and reflecting on what changes improved performance. ● I can work with teammates to assemble, test, and refine our speedbot, dividing tasks based on strengths. ●

Essential Questions: ● What design choices affect a robot's speed, stability, and control? ● How can testing help identify and solve mechanical, electrical, or code problems? ● How does code translate our intentions into robot actions?

Learning Activities: ● Assemble a speedbot with drivetrain ● Design course to test speedbot capability ● Drive speedbot through course to improve control ● Collect time trial data of speedbot on course ● Write basic motor control code (forward, backward, turn) ● Document testing results and adjustments in engineering notebook Second Topic: Robosoccer Design Challenge

Estimated # of Lessons: 6-8

Learning Targets: ● I can identify the problem and constraints of the RoboSoccer challenge and brainstorm multiple design solutions. ● I can select, justify, and sketch a design

Essential Questions: ● How do robotics competitions mirror real-world engineering challenges? ● How do sensors help robots "understand" their environment and

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Robotics Unit 2 solution based on performance goals. ● I can write and debug an autonomous routine using sensor inputs to complete challenge tasks. ● I can test my code and robot, identify errors, and refine both until performance improves. ● I can document my design decisions, code versions, and iterations in my engineering notebook. ● I can collaborate with my team to brainstorm, build, program, and troubleshoot together.

make decisions? ● Why is testing code just as important as testing mechanical systems?

Learning Activities: ● Brainstorm design solutions for attachment ● Sketch design concepts ● Build design concept onto speedbot ● Program autonomous routines using sensor inputs ● Test, debug, and refine code based on results ● Document design rationale, code versions, and test results Third Topic: Transmission and Mechanical Advantage

Estimated # of Lessons:10-12

Learning Targets: ● I can explain how gears transmit motion and how different gear sizes affect speed and torque. ● I can calculate simple gear ratios from gear teeth counts and predict results before building. ● I can assemble and modify gear trains using VEX V5 parts to test speed vs. torque trade-offs. ● I can document gear ratio experiments with data tables and explain the relationship between ratios and outcomes. ● I can share observations with teammates and build on each other's discoveries.

Essential Questions: ● How do gears change the way force and motion are transferred in a mechanical system? ● How do we decide between speed and power when designing a drivetrain for a specific task? ● In what ways do real-world machines rely on gears to function efficiently? ● What patterns emerge when we systematically test different gear configurations?

Learning Activities: ● Build a gear train with 1:1 gear ratio ● Modify gear ratio to increase fan speed and record outcomes ● Modify gear ratio to decrease fan speed and record outcomes ● Create data tables comparing gear ratios to performance metrics ● Share and discuss findings with teammates

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Advanced Robotics ADVANCED ROBOTICS COURSE # WTN302

0.5 Credit (FVA, STEM)

PREREQUISITE: Robotics #WTN301 Ready to command the robots that build everything from electric cars to medical devices? Step into modern manufacturing where robots drive production. We work with the systems that run automated factories: industrial robotic arms, programmable logic controllers (PLCs), and integrated workcells where multiple machines coordinate seamlessly. We progress from manual movements to precision coding to designing fully automated systems that solve authentic manufacturing challenges—including the warehouse automation that delivers packages to your door. This is robotics at industrial scale.

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Advanced Robotics

Advanced Robotics Ready to command the robots that build everything from electric cars to medical devices? Building on our foundation in robot construction and programming from Robotics, we step into modern manufacturing where robots drive production. We work with the systems that run automated factories: industrial robotic arms, programmable logic controllers (PLCs), and integrated workcells where multiple machines coordinate seamlessly. We progress from manual movements to precision coding to designing fully automated systems that solve authentic manufacturing challenges—including the warehouse automation that delivers packages to your door. This is robotics at industrial scale.

Unit 1: Six-Axis Arm Programming 18-22 Lessons

Unit 2: Work Cell Automation 18-23 Lessons

We begin by commanding industrial robotic arms—the machines that weld car frames, assemble electronics, and pack products. Using a teach pendant, we manually guide the arm through movements, learning how six axes of rotation allow it to reach any position in three-dimensional space. Then we translate those movements into code, programming precise positions, speeds, and timing sequences.

Every motion must be calculated, every safety zone defined, every tool path optimized. When our arm successfully executes a complex pick-and-place routine without human intervention, we have built a strong foundation in industrial automation.

Now we integrate the Six-Axis Arm into a complete workcell by incorporating input devices (sensors that detect the environment) and output devices (motors and pneumatics that perform actions). This is how real factories work—multiple systems communicating and coordinating to accomplish complex tasks. Our final challenge: design, program, and optimize a complete automated workcell that integrates the robotic arm with sensors, motors, and pneumatics to solve an authentic manufacturing challenge.

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Advanced Robotics Unit 1

Course Name: Advanced Robotics Unit 1 Title: Six-Axis Arm Programming

Est. # of Lessons: 18-22

Unit Overview: We begin by commanding industrial robotic arms—the machines that weld car frames, assemble electronics, and pack products. Using a teach pendant, we manually guide the arm through movements, learning how six axes of rotation allow it to reach any position in three-dimensional space.

Then we translate those movements into code, programming precise positions, speeds, and timing sequences. Every motion must be calculated, every safety zone defined, every tool path optimized. When our arm successfully executes a complex pick-and-place routine without human intervention, we have built a strong foundation in industrial automation.

STAGE 1: DESIRED RESULTS Established Goals

Transfer Goals

● ENG.05.05: Identify the following characteristics of an effective design team: team norms, leadership, responsibility, respect, rapport, and time management.*(C8) ● ENG.03.01: Explain the major manufacturing processes. ● ENG.03.02: Explain the following quality controls: geometric dimensioning and tolerances, and go-no go gauge.*(E12) ● ENG.03.04: Explain quality control. ● ENG.05.04: Actively contribute to a team project. ● ENG.02.09: Build a prototype from working drawings using appropriate materials.*(H30) ● ENG.02.10: Test prototype to defined criteria.*(H31) ● ENG.02.11: Redesign prototypes.

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

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Advanced Robotics Unit 1 Understandings ● Factory automation relies on industrial robots to complete manufacturing tasks with greater speed, accuracy, and safety. ● Hands-on experience in programming and controlling a robotic arm illustrates how automation systems operate in real-world settings. ● Engineering, robotics, and industrial technology skills are valuable as we collaborate on problem-solving that transfer across multiple career fields.

Knowledge ● Introduction to Factory Automation and Role of Robots ● Downloading and Running Projects on the Brain ● Coding Movements of the 6-Axis Arm ● Introduction to Factory AutomationCartesian Coordinate System, Manual Movements" ● Teach Pendant-Jogging the Arm End Effectors ● Introduction to Block-Based CodingMoving Along the X, Y, and Z-Axes" ● End Effectors- Path Controlled Movements Identifying Waypoints ● End Effectors- Using Comments Coding in 3D Space Using Multiple Axes ● Absolute Movement-Relative Movement, Variables, Repeat Loops ● Relative Movement -Variables, Repeat Loops, If then Blocks ● Relative Movement-Decomposition ● Project Planning Key Vocabulary: cartesian coordinate system, blockbased coding, X, Y and Z-axes, end effectors, path controlled movements, waypoints, absolute movement, relative movement, variables, repeat loops

Essential Questions ● How do improvements in industrial robots transform manufacturing tasks? ● What decisions must we make when programming a robot to complete a task without human intervention? ● How does a 6-Axis Robotic Arm move differently from other types of robots? ● How does using a Teach Pendant help us control and program a robotic arm? ● How does teamwork and problem-solving play a role in operating and programming robots?

Skills (Framed as Learning Targets) ● I can conduct myself in a safe and responsible manner according to industry standards. ● I can jog the arm through space, moving it manually to specific positions to get a feel for how each axis works. ● I can program the arm to move along individual x, y, and z axes with mathematical precision, controlling exactly where it goes and how it gets there. ● I can use a pen attachment to draw on whiteboards while coding the arm to navigate around obstacles and move in all three dimensions simultaneously. ● I can program the arm to pick up cubes and place them precisely on pallets. ● I can describe how the 6-Axis Arm moves along the x-axis. ● I can identify how to enable and release the Magnet with the Teach Pendant. ● I can use the Teach Pendant to jog the 6Axis Arm along the x, y, and z-axes and manipulate objects. ● I can define programming language and robot behavior. ● I can code the 6-Axis Arm to move to multiple locations on the x-axis. ● I can identify a waypoint between two locations. ● I can identify the difference between absolute and relative movement.

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Advanced Robotics Unit 1 ● I can use the Increment position block to code the 6-Axis Arm to move in relative movements. ● I can use a variable in a project with a Repeat loop to code the 6-Axis Arm to draw a square. ● I can code the 6-Axis Arm to pick up and place a Cube using the Magnet.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Program the 6-Axis Robotic Arm: Code a 6-Axis Arm to complete a simple task (e.g., picking up an object and placing it in a designated area)

● Engineering Notebook: develop a plan for stacking multiple cubes and evaluate its effectiveness throughout the building experience ● Written Reflection: In what ways does automation improve manufacturing processes? How might automation change the future of work and industry?

STAGE 3: LEARNING PLAN First Topic: Taking Command: Manual Control

Estimated # of Lessons: 3-5

Learning Targets: ● I can conduct myself in a safe and responsible manner according to industry standards. ● I can jog the arm through space, moving it manually to specific positions to get a feel for how each axis works.

Essential Question: ● How do improvements in industrial robots transform manufacturing tasks? ● How does teamwork and problem-solving play a role in operating and programming robots?

Learning Activities: ● Stop the movement of the 6-Axis Arm. ● Jog the 6-Axis Arm along the x-axis. ● Work together with my group to complete the activity collaboratively.

Second Topic: Precision Programming

Estimated # of Lessons: 5-7

Learning Targets: ● I can conduct myself in a safe and responsible manner according to industry standards. ● I can program the arm to move along individual x, y, and z axes with mathematical

Essential Question: ● How does a 6-Axis Robotic Arm move differently from other types of robots? ● How does using a Teach Pendant help us control and program a robotic arm? ● How does teamwork and problem-solving

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Advanced Robotics Unit 1

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precision, controlling exactly where it goes and how it gets there.

I can describe how the 6-Axis Arm moves along the x-axis.

I can define programming language and robot behavior.

I can identify a waypoint between two locations.

I can code the 6-Axis Arm to move to multiple locations on the x-axis.

I can identify the difference between absolute and relative movement.

I can use the Increment position block to code the 6-Axis Arm to move in relative movements.

play a role in operating and programming robots?

Learning Activities: ● Change the coordinates in the block to move the 6-Axis Arm along the x-axis. ● Code the 6-Axis Arm to move along the z-axis to go over an obstacle. ● Document the behaviors in a project in my engineering notebook. ● Identify the behaviors needed to complete a task. ● Work together with my group to sequence behaviors to complete the activity collaboratively.

Third Topic: Complex 3D Navigation

Estimated # of Lessons: 5-7

Learning Targets: ● I can conduct myself in a safe and responsible manner according to industry standards. ● I can use a pen attachment to draw on whiteboards while coding the arm to navigate around obstacles and move in all three dimensions simultaneously. ● I can define programming language and robot behavior. ● I can identify the difference between absolute and relative movement. ● I can use the Increment position block to code the 6-Axis Arm to move in relative movements. ● I can use a variable in a project with a Repeat loop to code the 6-Axis Arm to draw a square.

Essential Questions: ● How does a 6-Axis Robotic Arm move differently from other types of robots? ● How does using a Teach Pendant help us control and program a robotic arm? ● How does teamwork and problem-solving play a role in operating and programming robots?

Learning Activities: ● Code the 6-Axis Arm to move in the x and y-axes at the same time.

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Advanced Robotics Unit 1 ● Add a Comment block to a project. ● Work collaboratively with my group to build and test our project in the activity.

Fourth Topic: Industrial Pick & Place Operation

Estimated # of Lessons: 5-7

Learning Targets: ● I can conduct myself in a safe and responsible manner according to industry standards. ● I can program the arm to move along individual x, y, and z axes with mathematical precision, controlling exactly where it goes and how it gets there. ● I can program the arm to pick up cubes and place them precisely on pallets. ● I can identify how to enable and release the Magnet with the Teach Pendant. ● I can use the Teach Pendant to jog the 6-Axis Arm along the x, y, and z-axes and manipulate objects. ● I can define programming language and robot behavior. ● I can code the 6-Axis Arm to pick up and place a Cube using the Magnet.

Essential Questions: ● How do improvements in industrial robots transform manufacturing tasks? ● How does a 6-Axis Robotic Arm move differently from other types of robots? ● How does using a Teach Pendant help us control and program a robotic arm? ● How does teamwork and problem-solving play a role in operating and programming robots?

Learning Activities: ● Code the Magnet to pick up and release a Cube. ● Find the z-axis coordinates of a Cube and pallet. ● Sequence behaviors to pick up and place Cubes effectively on the pallet. ● Collaborate with my group to complete the Putting It All Together Activity

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Advanced Robotics Unit 2

Course Name: Advanced Robotics Unit 2 Title: Work Cell Automation

Est. # of Lessons: 18-23

Unit Overview: Now we integrate the Six-Axis Arm into a complete workcell by incorporating input devices (sensors that detect the environment) and output devices (motors and pneumatics that perform actions). This is how real factories work—multiple systems communicating and coordinating to accomplish complex tasks. Our final challenge: design, program, and optimize a complete automated workcell that integrates the robotic arm with sensors, motors, and pneumatics to solve an authentic manufacturing challenge.

STAGE 1: DESIRED RESULTS Established Goals ● ENG.05.05: Identify the following characteristics of an effective design team: team norms, leadership, responsibility, respect, rapport, and time management.*(C8) ● ENG.03.01: Explain the major manufacturing processes. ● ENG.03.02: Explain the following quality controls: geometric dimensioning and tolerances, and go-no go gauge.*(E12) ● ENG.03.04: Explain quality control. ● ENG.05.04: Actively contribute to a team project. ● ENG.02.09: Build a prototype from working drawings using appropriate materials.*(H30) ● ENG.02.10: Test prototype to defined criteria.*(H31) ● ENG.02.11: Redesign prototypes.

Understandings

Transfer Goals ● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Essential Questions

486

Advanced Robotics Unit 2 ● Automation requires input devices (sensors) and output devices (motors, pneumatics) to communicate and coordinate their actions in response to changing conditions. ● Factory workcells function as integrated systems where the coordination between multiple components determines overall efficiency and effectiveness. ● Understanding how sensors, motors, and pneumatics function provides the foundation for designing solutions to manufacturing challenges. ● Automated workcells can enhance productivity through consistency, speed, and precision that differs from manual labor capabilities. ● Effective manufacturing systems require deliberate planning and optimization to maximize efficiency and minimize waste. ● Precision in industrial robotics directly impacts product quality, safety, and system reliability.

Knowledge ● Controlled StopsSensors ○ Using Nested Conditional Statements ● Conveyors ○ Coding Conveyor Motors ○ Using Time Based Movements ○ Coding the Object Sensor ● Pneumatic System Components ○ Diagramming Pneumatics Air Flow ● Building a Pneumatic System ○ Coding Conveyor Motors ○ Coding Pneumatics ● Coding the Distance Sensor ○ Coding Conveyor Motors Using Time Based Movements ○ Coding Movements of the 6-Axis Arm ○ Project Planning and Pseudocode ● Sensors ○ Coding the Optical Sensor ○ Using Nested Conditional Statements ○ Project Planning and Pseudocode Key Vocabulary: Conveyor motor, object sensor

● How can we use sensors and motors/pneumatics together to create automation? ● How should we coordinate multiple systems in our factory workcell? ● How can we apply our knowledge of sensors, motors, and pneumatics to solve manufacturing problems? ● How can we design our workcell to improve productivity compared to manual work? ● How should we plan and optimize our manufacturing system for maximum efficiency?

Skills (Framed as Learning Targets) ● I can describe the purpose of the Brain with the CTE Workcell. ● I can download and run a project from VEXcode EXP on the Brain. ● I can record the x, y, and z-coordinates of a location in my engineering notebook. ● I can move a Disk with the Brain and 6-Axis Arm from one location to another on the Tile. ● I can explain the purpose of sensors in industrial manufacturing. ● I can describe how to use data from the Optical Sensor in a VEXcode Project. ● I can describe the project flow in a VEXcode project that has nested conditional statements. ● I can code the EXP Brain, 6-Axis Arm, and Optical Sensor to sort Disks by color. ● I can explain the purpose of conveyors in industrial manufacturing. ● I can configure a motor in VEXcode EXP. ● I can explain the difference between an

487

Advanced Robotics Unit 2 pneumatics, conditional statements

analog sensor and a digital sensor. ● I can create a project that moves a Disk from the Entry Conveyor to the Exit Conveyor as quickly as possible and uses the Object Sensor to stop the Exit Conveyor when a Disk is detected. ● I can identify the main components of a pneumatic system. ● I can explain the advantages of using pneumatics within a workcell system. ● I can explain the difference between linear and rotational movement. ● I can describe how the air moves within the CTE Pneumatic Cylinder to make the cylinder expand or retract. ● I can build a pneumatic system with the CTE Workcell Kit. ● I can collaborate with partner(s) to engage in problem solving.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Material Movement Challenge: Design, program, and optimize a complete automated workcell to move an object from the Entry Conveyor to the Exit Conveyor as quickly as possible and uses the Object Sensor to stop the Exit Conveyor when a Disk is detected

● Engineering notebook: develop a plan for using a conveyor and evaluate its effectiveness throughout the building experience ● Written reflection: What were the primary challenges that you faced during the project? How did you overcome obstacles?

STAGE 3: LEARNING PLAN First Topic: Introduction to Workcells

Estimated # of Lessons: 3-5

488

Advanced Robotics Unit 2 Learning Targets: ● I can describe the purpose of the Brain with the CTE Workcell. ● I can download and run a project from VEXcode EXP on the Brain. ● I can record the x, y, and z-coordinates of a location in my engineering notebook. ● I can move a Disk with the Brain and 6-Axis Arm from one location to another on the Tile. ● I can collaborate with partner(s) to engage in problem solving.

Essential Question: ● How can we use sensors and motors/pneumatics together to create automation? ● How should we coordinate multiple systems in our factory workcell? ● How can we design our workcell to improve productivity compared to manual work?

Learning Activities: ● Connect the Brain to the 6-Axis Arm. ● Open an example project in VEXcode EXP. ● Gather x, y, and z-coordinates using the Devices Screen on the Brain. ● Use my engineering notebook to record the x, y, and z-coordinates of a specific position.

Second Topic: Color Sorting

Estimated # of Lessons: 5-7

Learning Targets: ● I can explain the purpose of sensors in industrial manufacturing. ● I can describe how to use data from the Optical Sensor in a VEXcode Project. ● I can describe the project flow in a VEXcode project that has nested conditional statements. ● I can code the EXP Brain, 6-Axis Arm, and Optical Sensor to sort Disks by color. ● I can collaborate with partner(s) to engage in problem solving.

Essential Question: ● How can we use sensors and motors/pneumatics together to create automation? ● How can we apply our knowledge of sensors, motors, and pneumatics to solve manufacturing problems? ● How should we plan and optimize our manufacturing system for maximum efficiency?

Learning Activities: ● Identify what a sensor is. ● Understand the numerical data produced by the Optical Sensor. ● Identify the purpose of nested conditional statements. ● Sequence behaviors to pick up and sort Disks effectively on the pallets.

Third Topic: Material Transportation

Estimated # of Lessons: 5-7

Learning Targets: ● I can explain the purpose of conveyors in industrial manufacturing. ● I can configure a motor in VEXcode EXP. ● I can explain the difference between an analog sensor and a digital sensor.

Essential Question: ● How can we design our workcell to improve productivity compared to manual work? ● How should we plan and optimize our manufacturing system for maximum

489

Advanced Robotics Unit 2 ● I can create a project that moves a Disk from the Entry Conveyor to the Exit Conveyor as quickly as possible and uses the Object Sensor to stop the Exit Conveyor when a Disk is detected. ● I can collaborate with partner(s) to engage in problem solving.

efficiency?

Learning Activities: ● Identify what a conveyor is. ● List the steps to configure a motor in VEXcode EXP. ● Identify the characteristics of an analog sensor and a digital sensor.

Fourth Topic: Pneumatics Integration

Estimated # of Lessons: 5-8

Learning Targets: ● I can identify the main components of a pneumatic system. ● I can explain the advantages of using pneumatics within a workcell system. ● I can explain the difference between linear and rotational movement. ● I can describe how the air moves within the CTE Pneumatic Cylinder to make the cylinder expand or retract. ● I can build a pneumatic system with the CTE Workcell Kit. ● I can collaborate with partner(s) to engage in problem solving.

Essential Question: ● How can we use sensors and motors/pneumatics together to create automation? ● How can we apply our knowledge of sensors, motors, and pneumatics to solve manufacturing problems? ● How should we plan and optimize our manufacturing system for maximum efficiency?

Learning Activities: ● Identify the purpose of a pneumatic system. ● List the benefits of using pneumatics within a workcell system. ● Identify the characteristics of linear movement and rotational movement. ● Diagram the movement of air within a CTE Pneumatic Cylinder. ● Collaborate with my group to build a pneumatic system with the CTE Workcell Kit.

490

Supply Chain & Transportation Cluster

Grade 6 Stem Lab Grade 6 — STEM Lab We explore the same fundamental question four different ways: How do forces shape what happens? We'll see forces lift gliders, protect eggs, hold up bridges, and move marbles. Each project builds on what we learned before, giving us new tools to predict, control, and improve how things work. We build things that fly across the room, protect falling eggs, hold hundreds of pennies, and send marbles through loops at top speed. Every project teaches us to think like engineers: test it, observe it, improve it. These are the same skills used by aerospace designers, architects, and roller coaster engineers—and now we get to use them too.

Unit 1: Aviation: The Four Forces Fighting in the Sky 5-7 Days (3-4)

Unit 2: Motion & Forces: The Laws That Control Everything 5-7 Days (4-6)

Unit 3: Structures: Engineering That Won't Break 5-7 Days (4-6)

Unit 4: Energy: Controlling the Ride — From Stored to Speed 10-12 Days (8-10)

What makes things fly? We build and fly balsa wood gliders to discover four invisible forces—lift, drag, thrust, and gravity—fighting over every plane in the air. Tiny changes matter: shift the weight forward, and your glider nosedives.

Bend a wing, and it spins. We redesign, test flight paths, and tackle challenges like hitting targets, making tight turns, or flying the farthest—discovering that engineering success comes from testing, failing, and making it better.

Now that we understand how forces affect things in flight, we discover the laws that control ALL motion—whether in the air, on the ground, or falling from the sky. We explore Newton's Three Laws—the rules that describe how things move in the universe—through experiments that show force and motion in action. Our big challenge: design a lander that protects a raw egg falling from serious height. If it cracks, we failed. We use what we know about inertia, acceleration, and impact forces to build and test until our egg survives the drop. It's physics meets creative problemsolving—and someone's egg is definitely breaking.

We've explored forces on moving objects. Now we flip the question: how do forces act on things that need to STAY PUT and not break?

Using only paper, we engineer bridges and towers that can support serious weight. We learn about compression (squeezing forces) and tension (pulling forces) and discover why some designs crumble while others hold strong.

Every choice matters: where we fold, how we connect, what shape we build. We test our structures by stacking pennies or reams of paper one by one until they collapse— watching exactly where they fail and why. The challenge: whose design will hold the most weight before it finally breaks?

We've examined forces that make things fly, fall, and stand strong.

Now we tackle the force behind all motion: energy—and learn to control its transformation from start to finish. We build paper roller coasters where a marble at the top has stored energy that turns into speed on the way down. Can we design loops, turns, and hills wild enough to be exciting but controlled enough to actually work?

We're balancing speed, momentum, and friction—and our design choices determine whether the marble makes it all the way through, flies off the track, or gets stuck halfway down. We test, redesign, and test again until we create the wildest ride that actually works.

492

Grade 6 Stem Lab Unit 1

Course Name: STEM Lab Unit 1 Title: Aviation: The Four Forces Fighting in the Sky

Est. # of Lessons: 5-7

Unit Overview: What makes things fly? We build and fly balsa wood gliders to discover four invisible forces— lift, drag, thrust, and gravity—fighting over every plane in the air. Tiny changes matter: shift the weight forward, and your glider nosedives. Bend a wing, and it spins. We redesign, test flight paths, and tackle challenges like hitting targets, making tight turns, or flying the farthest. This is where we learn that engineering isn't about being perfect the first time—it's about testing, seeing what broke, and making it better.

STAGE 1: DESIRED RESULTS Established Goals ● ●

● ●

DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions DD.02.04: Select and use appropriate materials, tools and machines DD.03.05: Investigate and describe the functioning of structural, propulsion, suspension, and guidance control vehicular subsystems

Transfer Goals ●

●

Understandings ●

●

●

●

Four forces—lift, drag, thrust, and weight— act simultaneously on any flying object, and flight happens when these forces balance in specific ways.

Small changes in design variables (wing angle, weight placement, surface area, symmetry) can produce dramatically different flight results because they change how forces interact.

Iterative testing reveals cause-and-effect relationships that cannot be predicted through theory alone—watching what actually happens drives better design decisions.

Every design involves trade-offs between competing performance goals—optimizing for distance may compromise accuracy, optimizing for turns may reduce stability.

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Essential Questions ● ● ●

How do forces work together to determine whether something flies or falls?

What happens when we make small changes to our glider—and how do we learn to predict those effects?

When testing matters more than guessing, how do engineers learn from what actually happens?

493

Grade 6 Stem Lab Unit 1 Knowledge ● ● ● ●

Skills (Framed as Learning Targets)

Parts of airplanes How planes move Forces on Planes Building Gliders

● ●

Key Vocabulary: lift, drag, thrust, gravity, yaw, pitch roll, aileron, rudder, air foil, bernouli, air pressure

● ● ● ●

I can define the four forces of flight: lift, weight, thrust, and drag.

I can describe how the shape of a glider affects its movement.

I can build and fly a glider in specific directions and flight paths.

I can explain how my glider uses pitch, yaw, and roll.

I can test, adjust, and refine my glider to meet specific flight challenges.

I can use flight vocabulary to describe and improve my design.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Design Challenge: Build Paper Gliders: Students will be assessed on the following criteria: - Ability to construct a paper glider using provided materials - Ability to adjust the flaps or design features (e.g., angle of wings or tail) to control flight direction or improve performance.

- Completion of a series of flight trials, testing how their glider performs in terms of distance, accuracy, and stability

● ●

Quiz: Complete a unit quiz to answer questions on parts, movement and forces on planes.

Ability to follow instructions to build a glider

Reflection on Paper Glider Design Challenge: How your build went based on the criteria, strategies for next design challenge STAGE 3: LEARNING PLAN First Topic: Aviation Basics

Estimated # of Lessons: 5-7

Learning Targets: ● I can define the four forces of flight: lift, weight, thrust, and drag. ● I can describe how the shape of a glider affects its movement. ● I can build and fly a glider in specific directions and flight paths. ● I can explain how my glider uses pitch,

Essential Questions: ● How do forces work together to determine whether something flies or falls? ● What happens when we make small changes to our glider—and how do we learn to predict those effects? ● When testing matters more than guessing, how do engineers learn from what actually

494

Grade 6 Stem Lab Unit 1

● ●

yaw, and roll.

I can test, adjust, and refine my glider to meet specific flight challenges.

I can use flight vocabulary to describe and improve my design.

happens?

Learning Activities: ● Getting acclimated in the STEM Lab - rules, equipment, and working together ● Introduction to the parts, movement and forces on planes ● Build White Wing Flyers - teacher observes and coaches individual builds to help ensure they are done with accuracy while still maintaining organic build-test- reflect cycle ● Fly and adjust flaps on gliders to perform specific maneuvers ● Discussion about build strengths and failures as natural part of every engineering challenge (making it safe to share, troubleshoot, and suggest what could be done next time)

495

Grade 6 Stem Lab Unit 2

Course Name: STEM Lab Unit 2 Title: Motion & Forces: The Laws That Control Everything

Est. # of Lessons: 5-7

Unit Overview: Now that we understand how forces affect things in flight, let's discover the laws that control ALL motion—whether in the air, on the ground, or falling from the sky. We explore Newton's Three Laws—the rules that describe how things move in the universe—through experiments that show force and motion in action. Our big challenge: design a lander that protects a raw egg falling from serious height. If it cracks, we failed. We use what we know about inertia, acceleration, and impact forces to build and test to help our egg survive the drop. It's physics meets creative problem-solving—and someone's egg is definitely breaking.

STAGE 1: DESIRED RESULTS Established Goals ● ● ●

● ●

DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology DD.01.04: Plan multiple design solutions to solve a problem DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes IT.01.01: Design and use instruments to gather data

Transfer Goals ●

●

●

●

Understandings ●

●

●

Newton's Three Laws of Motion are universal principles that explain how and why all objects move, accelerate, or stay at rest—these laws apply everywhere, always.

Impact forces can be reduced by increasing the time of collision or by distributing force over a larger area—successful protective systems use both strategies.

The same physical event produces different outcomes depending on system

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) Essential Questions

● ● ●

How do forces shape the way things move, fly, and fall?

How can we use what we know about forces to protect things from breaking?

How can two eggs fall from the same height but have completely different outcomes?

496

Grade 6 Stem Lab Unit 2

●

design—protective engineering transforms potentially destructive forces into manageable ones.

Testing reveals what theories cannot predict, but high-stakes testing (where failure is expensive) requires extra planning, research, and strategic decisionmaking before building.

Knowledge

● ●

Newton’s Laws - How things move in the air Components of engineering design process ○ Importance of design and safety constraints ○ Prepping materials ○ Research to limit design failures ○ Value of design failures

Key Vocabulary: Newton’s Laws, Inertia, Force, mass, acceleration.

Skills (Framed as Learning Targets) ● ● ● ● ● ●

● ●

I can describe Newton's three laws of motion in my own words.

I can explain how Newton's laws apply to real-world situations—like car crashes, sports, and falling objects.

I can design a device that protects an egg from breaking when dropped from a height.

I can use materials creatively to reduce the force of impact on the egg.

I can test my design and use what I learn to make it better.

I can explain how my egg drop design shows Newton's laws at work (especially inertia, force = mass × acceleration, and actionreaction).

I can collaborate with my team to plan, test, and improve our egg lander design.

I can reflect on my design process and explain what I would improve in the future.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Egg Drop Engineering Challenge: Students will be assessed on the following criteria. ● Ability to build their egg lander according to the given design constraints (eg. size, materials) ● Does the lander reach the required height when launched ● Does the egg survive the drop

Formative Assessment ● ● ● ●

Q&A: Identifying the forces on their egg and any potential weak points in their build Observation on ability to work as a team towards a common goal.

Observation on ability to purposefully build lander based on plans.

Quiz: What are Newton’s Laws and how do they interact with our world?

Reflection on Egg Drop Engineering Challenge: Was their lander able to reach the required height and protect the egg upon landing. If the egg did not survive, what could have been done differently to better protect the egg?

497

Grade 6 Stem Lab Unit 2 STAGE 3: LEARNING PLAN First Topic: Newton’s Laws

Estimated # of Lessons: 5-7

Learning Targets: ● I can describe Newton's three laws of motion in my own words. ● I can explain how Newton's laws apply to real-world situations—like car crashes, sports, and falling objects. ● I can design a device that protects an egg from breaking when dropped from a height. ● I can use materials creatively to reduce the force of impact on the egg. ● I can test my design and use what I learn to make it better. ● I can explain how my egg drop design shows Newton's laws at work (especially inertia, force = mass × acceleration, and action-reaction). ● I can collaborate with my team to plan, test, and improve our egg lander design. ● I can reflect on my design process and explain what I would improve in the future.

Essential Questions: ● How do forces shape the way things move, fly, and fall? ● How can we use what we know about forces to protect things from breaking? ● How can two eggs fall from the same height but have completely different outcomes?

Learning Activities: ● Explanation of Newton’s laws through video and in class demonstrations (e.g., force of different items based on mass and acceleration… balloon rockets, ping pong balls) ● Orientation to egg lander design challenge: plan, assemble, test, and reflect ● Research to identify best materials and design for the lander to guide the plan and assembly ● Create steps to build the egg lander- teacher observes and coaches the assembly process ● Launch egg drop and collect data using altitude finder to assess flight path ● Evaluate the design and identify strengths and areas of improvement based on the data

498

Grade 6 Stem Lab Unit 3

Course Name: STEM Lab Unit 3 Title: Structures: Engineering That Won't Break

Est. # of Lessons: 5-7

Unit Overview: We've explored forces on moving objects. Now we flip the question: how do forces act on things that need to STAY PUT and not break? Using only paper, we engineer bridges and towers that can support serious weight. We learn about compression (squeezing forces) and tension (pulling forces) and discover why some designs crumble while others hold strong. Every choice matters: where we fold, how we connect, what shape we build. We test our structures by stacking pennies or reams of paper one by one until they collapse—watching exactly where they fail and why. The challenge: whose design will hold the most weight before it finally breaks?

STAGE 1: DESIRED RESULTS Established Goals ● ●

● ● ●

● ●

DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology DD.02.01 : Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions DD.02.04: Select and use appropriate materials, tools and machines DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes DD.03.10: Identify the factors used to select the designs for structures based on building laws and codes, style, convenience, cost, climate, and function NT.02.03: Show evidence of how parts relate to each other through systems thinking NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors

Transfer Goals ●

●

●

●

Understandings ●

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Structures experience two primary types of forces—compression (squeezing) and tension (pulling)—and different designs handle these forces differently.

The shape and geometry of a structure

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens)

Essential Questions ● ●

What makes some structures strong enough to stand while others collapse—even when they use the same materials?

How can we predict where something will break before it actually breaks?

499

Grade 6 Stem Lab Unit 3

●

●

determines how it distributes weight and resists forces, often making design more important than material strength.

Testing structures to the point of failure reveals exactly where and why they fail, providing critical information for improving future designs.

Structures work as systems where all parts must work together—if one connection or component fails, the entire structure can collapse.

●

Knowledge ●

Skills (Framed as Learning Targets)

Forces on structures, both buildings and bridges, what keeps them up and what makes them fall.

Strength and weaknesses of materials for given structural constraints and designs

●

Key Vocabulary: Tension, compression, torque, sheer, life/dead/environmental loads, bridge types (eg. bean, suspension, arch), columns, pillars, walls, foundations and building materials (eg. concrete, wood, metal)

●

●

How do the choices we make about shape and connection determine whether a structure holds or fails?

● ●

● ●

I can describe what a structure is and the difference between a bridge and foundation.

I can explain forces acting on structures (compression, tension, load).

I can design and build a paper bridge and foundation that hold weight.

I can test my structure and improve it based on the results.

I can explain why some shapes and designs are stronger than others.

I can collaborate with others to build and test a successful structure.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Penny Bridge Engineering Challenge: Students will be assessed on the following criteria. ● Ability to design a beam bridge with and without pillars to hold up the most weight possible. ● Ability to test and redesign their bridge to hold more pennies than the previous build.

●

Reflection on Penny Bridge: Which design was able to hold more pennies?

How could you redesign your best trial to hold even more pennies?

●

Skyscraper Engineer Challenge: Students will be assessed on the following criteria. ● Ability to design a foundation to hold up the maximum weight possible.

● ●

Q&A: Identifying the forces on their bridge/skyscraper designs and any potential fail points in their build.

Observation on ability to work as a team towards a common goal.

Ability to create a bridge on the computer that is limited by budget. The bridge must pass a stress test.

Quiz: What are the forces on bridges/structures, what are different types of bridges used and what are different materials used to make structures stand strong.

500

Grade 6 Stem Lab Unit 3 ●

Test and redesign foundation to increase its strength with each trial.

Reflection on Skyscraper: What foundation design/shapes worked best in holding up the most weight. Could this be done more efficiently, with less material and still hold the same weight?

STAGE 3: LEARNING PLAN First Topic: Building a Bridge

Estimated # of Lessons:

Learning Targets: ● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs are stronger than others. ● I can collaborate with others to build and test a successful structure.

Essential Questions: ● What makes some structures strong enough to stand while others collapse—even when they use the same materials? ● How can we predict where something will break before it actually breaks? ● How do the choices we make about shape and connection determine whether a structure holds or fails?

Learning Activities: ● Introduction to forces on bridges and types of bridges. ● Orientation to penny bridge project ● Design, build, test, redesign and retest penny bridge ● Use Bridge Designer program to design a bridge with monetary constraints. ● Reflect on successes and failures of their penny bridges based on data gathered.

Second Topic: Building a Tower

Estimated # of Lessons:

Learning Targets: ● I can describe what a structure is and the difference between a bridge and foundation. ● I can explain forces acting on structures (compression, tension, load). ● I can design and build a paper bridge and foundation that hold weight. ● I can test my structure and improve it based on the results. ● I can explain why some shapes and designs

Essential Question: ● What makes some structures strong enough to stand while others collapse? ● How can we predict where something will break before it actually breaks? ● Why does the way we connect and shape materials matter more than the materials themselves?

501

Grade 6 Stem Lab Unit 3

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are stronger than others.

I can collaborate with others to build and test a successful structure.

Learning Activities: ● Introduction to materials used and forces on structures (buildings) ● Orientation to skyscraper design challenge ● Design, build, test, redesign and retest a foundation to hold up the maximum weight possible. ● Reflect on successes and failures of their foundations based on data gathered.

502

Grade 6 Stem Lab Unit 4

Course Name: STEM Lab Unit 4 Title: Energy: Controlling the Ride — From Stored to Speed

Est. # of Lessons:10-12

Unit Overview: We've examined forces that make things fly, fall, and stand strong. Now we tackle the force behind all motion: energy—and learn to control its transformation from start to finish. We build paper roller coasters where a marble at the top has stored energy that turns into speed on the way down. Can we design loops, turns, and hills wild enough to be exciting but controlled enough to actually work? We're dealing with speed, momentum, friction, and physics—and our design choices determine whether the marble makes it all the way through, flies off the track, or gets stuck halfway down. We test, redesign, and test again until we create the wildest ride that actually works.

STAGE 1: DESIRED RESULTS Established Goals ● ● ● ●

● ● ● ●

DD.01.02: Incorporate science concepts and mathematic processes applied through the use of technology DD.01.04: Plan multiple design solutions to solve a problem DD.01.07: Explain that requirements for a design are made up of criteria and constraints DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) NT.02.03: Show evidence of how parts relate to each other through systems thinking NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors

Transfer Goals ●

●

●

●

Understandings ●

Energy cannot be created or destroyed—it only transforms from one form to another, and in any system some energy is always

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● ●

Where does energy come from, where does it go, and how do we control it?

How do we design a roller coaster that's

503

Grade 6 Stem Lab Unit 4

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lost to friction and heat.

Potential energy (stored energy based on position) transforms into kinetic energy (motion energy) as objects fall or descend, following predictable mathematical relationships.

Engineering energy systems requires balancing competing goals—in roller coasters, designs must be exciting enough to be interesting but controlled enough for the marble to complete the course.

Small changes in design variables (slope angle, curve radius, track smoothness) can dramatically affect energy flow and system success or failure.

exciting enough to be fun but controlled enough to actually work?

Knowledge ● ●

Efficient ways to input energy into a system Connection between height, speed, and energy

Key Vocabulary: Gravitational Potential Energy, Kinetic Energy, gravity, mass, velocity, conservation of energy, friction.

Skills (Framed as Learning Targets) ● ● ● ● ● ●

I can explain the difference between potential and kinetic energy.

I can describe how energy transfers and transforms in a system.

I can design and build a working paper roller coaster for a marble.

I can test and adjust my design to improve the marble's path.

I can describe how gravity, friction, and momentum affect motion.

I can analyze why my roller coaster succeeded or failed and redesign specific elements to improve performance.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Roller Coaster Design Challenge: Students will be assessed on the following criteria. ● Ability to design and build a paper marble roller coaster within specific constraints ● Marble must perform tasks while on the track, turns, hills and loops ● Marble must complete the roller coaster without needing assistance or falling off.

Formative Assessment ● ● ●

Q&A: Identifying the high and low points of potential and kinetic energy..

Observation on ability to identify possible trouble areas for their marble on the roller coaster. Where may it get stuck or fly off.

Quiz: What are potential and kinetic energy and how are they seen in the world today.

Reflection on Roller Coaster: How was I able to gain enough potential energy to complete the roller coaster? If my marble did not

504

Grade 6 Stem Lab Unit 4 finish, what could I have done differently to succeed. Which parts of the coaster were the hardest to create?

STAGE 3: LEARNING PLAN First Topic: Roller Coaster

Estimated # of Lessons:

Learning Targets: ● I can explain the difference between potential and kinetic energy. ● I can describe how energy transfers and transforms in a system. ● I can design and build a working paper roller coaster for a marble. ● I can test and adjust my design to improve the marble's path. ● I can describe how gravity, friction, and momentum affect motion. ● I can analyze why my roller coaster succeeded or failed and redesign specific elements to improve performance.

Essential Questions: ● Where does energy come from, where does it go, and how do we control it? ● How do we design a roller coaster that's exciting enough to be fun but controlled enough to actually work?

Learning Activities: ● Introduction to GPE and KE in a closed system ● Orientation to paper marble roller coaster project ● Design roller coaster to meet design requirements ● Build and test roller coaster, redesigning where needed ● Reflect on roller coaster tests

505

Grade 7: Robotics-Land & Air

Grade 7 —Robotics: Land and Air Want to fly drones and build competition robots? This is where it happens. Building on our Square Bot foundations, we now work with two new platforms: CoDrones that navigate obstacle courses in the air, and VEX V5 robots engineered for competition-style challenges on the ground. We use the same equipment found in competitions worldwide—developing precision with remote control first, then writing code so our machines complete tasks autonomously. Teamwork, engineering, and programming skills combine as we create robots that actually perform.

Title & Time

Unit 1: Drone 10-12 Lessons (7-9)

Unit 2: VEX Robots 18-20 Lessons (12-14)

Flying a drone is easy. Programming one to navigate obstacles on its own? That's the real challenge. We take our coding skills airborne with CoDrone kits—learning to fly using controllers, then switching to code. We program flight paths, navigate obstacle courses, and debug programs when our drones drift off course or lose altitude. When something breaks—motors fail, propellers crack—we repair it and get back in the air.

Build a robot strong enough to push, lift, and score. Then program it to compete. Next, we level up from our Square Bots to VEX V5—a more powerful platform with advanced mechanical design principles like gear ratios, motion transfer, and structural stability. Working in teams, we engineer robots to solve competition-style challenges—moving objects, scoring points, completing courses. We develop precision with remote control first, then write autonomous programs so our robots can compete without us touching the controller.

Image

Focus

506

Grade 7: Robotics-Land & Air Unit 1

Course Name: Robotics: Land and Air Unit 1 Title: Drones

Est. # of Lessons: 10-12

Unit Overview: Flying a drone is easy. Programming one to navigate obstacles on its own? That's the real challenge. We take our coding skills airborne with CoDrone kits—learning to fly using controllers, then switching to code. We program flight paths, navigate obstacle courses, and debug programs when our drones drift off course or lose altitude. When something breaks—motors fail, propellers crack—we repair it and get back in the air.

STAGE 1: DESIRED RESULTS Established Goals ●

● ● ● ● ● ●

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DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions DD.01.04: Plan multiple design solutions to solve a problem DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes DD.03.04: Identify and describe types of land, water, air and space transportation systems NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) NT.02.03: Show evidence of how parts relate to each other through systems thinking NT.02.09: Evaluate the importance of maintenance on a system to ensure proper functioning, extending life and upgrading capability IT.01.01: Design and use instruments to gather data

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings ●

Drones are aerial robotic systems where mechanical parts (motors, propellers, frame), sensors (gyroscope,

Essential Questions ● ●

When do you let go of the controls and trust your code to fly the drone?

What makes a drone stay level instead of

507

Grade 7: Robotics-Land & Air Unit 1

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accelerometer), and software (flight code) must work together—if any component fails or is incorrectly programmed, the entire system fails.

Manual control requires continuous human input for every action, while autonomous programming allows drones to execute pre-planned sequences without human intervention—this shift from direct control to coded instructions is fundamental to robotics.

Debugging is systematic problem-solving where errors in flight reveal what isn't working in the code—analyzing failed flights provides information that guides code improvements.

Mechanical systems require ongoing maintenance and repair to function reliably—diagnosing hardware failures (motors, propellers) and fixing them is as critical as writing good code.

●

Knowledge ● ● ● ● ●

Parts of a drone system: mechanical, electrical and software.

Testing, debugging and rewriting code as an ongoing part of programming Safety protocols Sensor feedback systems Systematic troubleshooting

Key Vocabulary: drone, prop, motor, frame, yaw, pitch, roll, lift, blockly coding, gyroscope, accelerometer, sensor, hover, stabilization,

flipping over or drifting off course?

When code doesn't work the way you expected, how do you figure out what went wrong?

Skills (Framed as Learning Targets) ● ● ● ● ● ● ● ●

I can explain how a drone works to collect data and use that data to take specific actions.

I can safely operate a drone using a controller.

I can program a drone to complete a flight path or obstacle course.

I can debug and revise my code.

I can diagnose and repair basic drone hardware issues.

I can test drone performance and make improvements based on results.

I can work collaboratively with teammates to solve technical and interpersonal challenges.

I can communicate my problem solving process and explain my solution.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment CoDrone EDU Challenge: Students will be assessed on the following criteria: ● Ability to maintain their drone through

Formative Assessment ●

Regular log book recordings based on what happened with the drone (processes, strengths, challenges)

508

Grade 7: Robotics-Land & Air Unit 1

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mechanical failures Can they fly their robot through the given course, completing tasks individually and with a partner?

Does their drone autonomously complete the tasks based on their program?

Reflection on the CoDrone EDU Challenge: Was their drone able to correctly complete the tasks when flown by controller and autonomously? If not, what went wrong and how could it have been fixed? Were there any difficulties faced when fixing the drone mechanically?

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Observations on ability to fix the drone with and without assistance from the teacher.

Teacher observations and student reflections on communicating and collaborating as a team during the flying and programming.

Team evaluations to identify areas drone is not behaving correctly and troubleshoot what may be going wrong

STAGE 3: LEARNING PLAN First Topic: Flying Drones

Estimated # of Lessons: 5-6

Learning Targets: ● I can explain how a drone works to collect data and use that data to take specific actions. ● I can safely operate a drone using a controller. ● I can diagnose and repair basic drone hardware issues. ● I can work collaboratively with teammates to solve technical and interpersonal challenges. ● I can communicate my problem solving process and explain my solution.

Essential Questions: ● What makes a drone stay level instead of flipping over or drifting off course?

Learning Activities: ● Orientation to the Land and Air course as well as safety protocols and key equipment ● Understand how CoDrones mechanical systems work and how to repair them ● Fly drones by controller through courses ● Working together as a team to provide precise communication to help fly the drone successfully Second Topic: Programming Drones

Estimated # of Lessons: 5-6

Learning Targets: ● I can program a drone to complete a flight path or obstacle course. ● I can debug and revise my code. ● I can test drone performance and make

Essential Questions: ● What makes a drone stay level instead of flipping over or drifting off course? ● When do you let go of the controls and trust your code to fly the drone?

509

Grade 7: Robotics-Land & Air Unit 1

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improvements based on results.

I can work collaboratively with teammates to solve technical and interpersonal challenges.

I can communicate my problem-solving process and explain my solution.

●

When code doesn't work the way you expected, how do you figure out what went wrong?

Learning Activities: ● Review basic blockly coding techniques specific to CoDrones ● Program and debug drone code with partners to complete tasks in the given course

510

Grade 7: Robotics-Land & Air Unit 2

Course Name: Robotics: Land and Air Unit 2 Title: Vex Robots

Est. # of Lessons: 18-20

Unit Overview: Build a robot strong enough to push, lift, and score. Then program it to compete.

Next, we level up from our Square Bots to VEX V5—a more powerful platform with advanced mechanical design principles like gear ratios, motion transfer, and structural stability. Working in teams, we engineer robots to solve competition-style challenges—moving objects, scoring points, completing courses. We develop precision with remote control first, then write autonomous programs so our robots can compete without us touching the controller.

STAGE 1: DESIRED RESULTS Established Goals ● ● ● ●

● ● ● ●

●

●

DD.01.02: Incorporate science concepts and mathematical processes applied through the use of technology DD.01.04: Plan multiple design solutions to solve a problem DD.01.07: Explain that requirements for a design are made up of criteria and constraints DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions DD.02.04: Select and use appropriate materials, tools and machines NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) NT.02.03: Show evidence of how parts relate to each other through systems thinking NT.02.06: Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors NT.02.09: Evaluate the importance of maintenance on a system to ensure proper functioning, extending life and upgrading capability IT.01.01 - Design and use instruments to gather data

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, SelfDirected Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

511

Grade 7: Robotics-Land & Air Unit 2 ● Develop a portfolio of accomplishments that highlight in-demand employability skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings ●

●

●

●

●

Gear ratios control the relationship between motor speed and power—higher ratios create more torque (lifting/pushing force) but reduce speed, while lower ratios create more speed but reduce power.

Every robot design involves trade-offs between competing performance goals— optimizing for speed reduces power, adding complexity reduces reliability, increasing strength adds weight.

Robots function as integrated systems where mechanical components, electronics, and software must work together—changing one element affects the entire system in predictable and unpredictable ways.

Diagnosing robot failures requires systematic troubleshooting—mechanical problems (broken gears, loose connections) have different solutions than programming problems (incorrect sequences, timing errors).

Competition constraints (size limits, material restrictions, rules) force creative engineering solutions—limitations drive innovation by requiring engineers to do more with less.

Essential Questions ● ● ●

Knowledge ● ●

Parts of a robotics system: mechanical, electrical and software.

Testing, debugging and rewriting code as an ongoing part of programming

Key Vocabulary: Robot, chassis, motor, wheel, axle, brain, port, signal, claw, gear, gear ratio, program, block coding, command, sequence, autonomous, debug.

How do engineers turn spinning motors into robots that can push, lift, and score?

What makes a robot strong enough to win competitions but not so complicated it breaks down?

When your robot can't complete a challenge, how do you figure out if it's a design problem or a code problem?

Skills (Framed as Learning Targets) ● ● ● ● ●

I can identify and correctly assemble the parts of the robot.

I can explain how motors transfer energy into motion.

I can troubleshoot mechanical problems with the robot.

I can explain the role of the brain in controlling the robot.

I can control the robot’s speed and

512

Grade 7: Robotics-Land & Air Unit 2

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direction to accurately drive through an obstacle course.

I can program the robot to complete a sequence of actions autonomously.

I can debug a program.

I can work collaboratively with teammates to solve technical and interpersonal challenges.

I can communicate my problem solving process and explain my solution.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

VEX V5Robot Challenge: Students will be assessed on the following criteria. ● Ability to build their robot according to the given design. ● Can they drive their robot through the given course individually and with a partner (while blindfolded) ● Does their robot autonomously complete the course based on their program?

Reflection on the VEX V5Robot Challenge: Was their robot able to correctly complete the tasks when driven by controller and autonomously? If not, what went wrong and how could it have been fixed?

● ● ●

●

Regular log book recordings based on what happened with the VexV5 Robot (processes, strengths, challenges) Observations on ability to build the robot by following the instructions given.

Teacher observations and student reflections on communicating and collaborating as a team during the build process Team evaluations to identify areas robot is not behaving correctly and troubleshoot what may be going wrong

STAGE 3: LEARNING PLAN First Topic: Building and Driving Vex Robots

Estimated # of Lessons: 9-10

Learning Targets: ● I can identify and correctly assemble the parts of the robot. ● I can explain how motors transfer energy into motion. ● I can troubleshoot mechanical problems with the robot. ● I can explain the role of the brain in controlling the robot. ● I can control the robot's speed and direction to accurately drive through an obstacle course. ● I can work collaboratively with teammates

Essential Questions: ● How do engineers turn spinning motors into robots that can push, lift, and score? ● What makes a robot strong enough to win competitions but not so complicated it breaks down?

513

Grade 7: Robotics-Land & Air Unit 2

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to solve technical and interpersonal challenges.

I can communicate my problem-solving process and explain my solution.

Learning Activities: ● Impact of machine robotics in the world today ● Inventory parts of the robot ● Begin to build the robot in teams (2-3 students) ● Drive the robot, by controller, through a course, completing tasks along the way (e.g., avoiding obstacles and moving items) ● Team Drive: With the driver “blindfolded,” a partner will give instructions on how to successfully drive the robot through a course. Goal is to strengthen communication and precision with partners to practice for future competitions Second Topic: Programming Robots

Estimated # of Lessons: 9-10

Learning Targets: ● I can program the robot to complete a sequence of actions autonomously. ● I can debug a program. ● I can explain how the sequence of commands determines robot behavior. ● I can work collaboratively with teammates to solve technical and interpersonal challenges. ● I can communicate my problem-solving process and explain my solution.

Essential Questions: ● What makes a robot strong enough to win competitions but not so complicated it breaks down? ● When your robot can't complete a challenge, how do you figure out if it's a design problem or a code problem?

Learning Activities: ● How blockly coding works and how it can be used to control our robot ● Program our robot to perform a simple task on a designed course ● Test and troubleshoot programming on a more complicated course, debugging and making adjustments on the fly

514

Grade 8: Robotics-Maritime

Grade 8 —Robotics: Maritime Some environments don't forgive mistakes. Underwater is one of them. We build underwater ROVs that must work reliably in hostile environments—no opening them up mid-mission, no quick fixes once submerged. We construct complete systems, pilot them through underwater challenges, identify failures, then use CAD to design and 3D print parts that solve specific problems. When designs fail, we analyze together, propose solutions, and build consensus on what to redesign.

Unit 1: Underwater ROV (SeaPerch) 20-22 Days (17-20)

Unit 2: CAD to Improve ROV 8-10 Days (3-6)

Maritime robotics is engineering without safety nets. Building on our robotics foundations, we now construct underwater ROVs that must work reliably in hostile environments—no opening them up midmission, no quick fixes once submerged. We learn new fabrication skills: cutting PVC frames, soldering circuit boards, and waterproofing electronics. We pilot our ROVs through underwater challenges, identify failures, then use CAD to design and 3D print parts that solve specific problems. When designs fail, we analyze together, propose solutions, and build consensus on what to redesign.

Now that we know what doesn't work, design the parts that fix it. Our initial testing revealed both strengths and design flaws. We learn CAD using Tinkercad to engineer solutions that improve our design. We design custom components that meet size and function requirements, prepare them for 3D printing, print them, and integrate them into our existing ROVs. Finally, we test whether our custom designs actually improve performance, then compete to see whose solutions work best.

515

Grade 8: Robotics-Maritime Unit 1 Course Name: Robotics: Maritime Unit 1 Title: Underwater ROV (Sea Perch)

Est. # of Lessons: 20-22

Unit Overview: Maritime robotics is engineering without safety nets. Building on our robotics foundations, we now construct underwater ROVs that must work reliably in hostile environments—no opening them up mid-mission, no quick fixes once submerged. We learn new fabrication skills: cutting PVC frames, soldering circuit boards, and waterproofing electronics. We pilot our ROVs through underwater challenges, identify failures, then use CAD to design and 3D print parts that solve specific problems. When designs fail, we analyze together, propose solutions, and build consensus on what to redesign.

STAGE 1: DESIRED RESULTS Established Goals ● ●

● ● ● ● ● ●

DD.02.04: Select and use appropriate materials, tools and machines DD.02.01: Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions DD.01.02: Incorporate science concepts and mathematical processes applied through the use of technology DD.02.12: Evaluate the effectiveness of a model and recommend necessary changes DD.03.04: Identify and describe types of land, water, air and space transportation systems NT.02.01: Explain a technological system by identifying its parts (inputs, processes, output and feedback) NT.02.03: Show evidence of how parts relate to each other through systems thinking NT.02.09: Evaluate the importance of maintenance on a system to ensure proper functioning, extending life and upgrading capability

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners) ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, SelfDirected Learners) ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners) ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens) ● Develop a portfolio of accomplishments that highlight in-demand employability

516

Grade 8: Robotics-Maritime Unit 1 skills with related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners)

Understandings ●

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Underwater environments are hostile to electronics and unforgiving of errors— some water intrusion, electrical shorts, and buoyancy problems cannot be fixed midmission, requiring higher standards of construction than surface-based robots.

Underwater ROVs are complex systems where structural components, propulsion systems, electrical circuits, and waterproofing must all function reliably— failure of any single component compromises the entire system.

Diagnosing ROV failures requires systematic troubleshooting to distinguish between design problems (inherent to the plan), building problems (errors in construction), and operational problems (piloting technique).

Complex systems require coordinated teamwork where members divide tasks strategically, communicate precisely during critical operations, and maintain shared responsibility for overall system success.

Essential Questions ● ● ●

Knowledge ● ●

Skills (Framed as Learning Targets)

Safety Protocols Tools used to build and assemble an underwater ROV How to properly and safely solder PCBs Testing and fixing electrical systems Texting and adjusting buoyancy for an underwater ROV

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Key Vocabulary: Drill, pvc cutter, soldering iron, solder, wire cutter, wire stripper, pliers, multimeter, PCB, motor, buoyancy.

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When I can't reach in and fix a problem, how does that change the way I build?

How do I troubleshoot a robot when I can only see what it does, not what's happening inside?

When my ROV fails a task underwater, how do I figure out if it's a piloting problem, a design problem, or a building problem?

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I can safely use hand tools to cut, measure, and assemble PVC for an ROV frame.

I can solder electrical connections on a circuit board correctly and safely.

I can wire motors and control systems according to a wiring diagram.

I can waterproof electronic components to function underwater.

I can assemble,test and safely operate an underwater ROV system.

I can navigate an underwater course and complete task-based challenges.

I can troubleshoot mechanical and electrical problems with my ROV.

517

Grade 8: Robotics-Maritime Unit 1 ● ●

I can test, evaluate, and improve ROV performance based on results.

I can work collaboratively to build, operate, and refine an engineering system.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

SeaPerch Challenge: Students will be assessed on the following criteria: ● Ability to build their ROV and communicate effectively with a team. ● Ability to solder electronic components ● Does their ROV float and drive underwater while maintaining watertight integrity?

● ● ●

Reflection on the SeaPerch Challenge: What part of the building process was the most difficult for you? Was their ROV able to stay watertight while completing the tasks. If not, where was the leak and how could they have prevented it? Were they able to drive the ROV and complete the tasks?

Where did you have the most trouble in the driving process?

●

Regular log book recordings based on what happened with the ROV (processes, strengths, challenges) Observations on ability to fix the ROV, mechanically and electronically, with and without assistance from the teacher.

Teacher observations and student reflections on communicating and collaborating as a team during the building and driving.

Team evaluations to identify areas ROV is not behaving correctly and troubleshoot what may be going wrong

STAGE 3: LEARNING PLAN First Topic: Soldering and Controller Build

Estimated # of Lessons: 8-10

Learning Targets: Essential Questions: ● I can solder electrical connections on a ● When I can't reach in and fix a problem, circuit board correctly and safely. how does that change the way I build? ● I can troubleshoot electrical problems with my ROV. ● I can work collaboratively to build, operate, and refine an engineering system.

Learning Activities: ● Introduction to shop and safety rules ● Orientation to tools and how to safely use them ● Solder practice PCBs ● Solder controller Second Topic: Building ROV

Estimated # of Lessons: 4-6

Learning Targets:

Essential Questions:

518

Grade 8: Robotics-Maritime Unit 1 ● ● ● ●

I can safely use hand tools to cut, measure, and assemble PVC for an ROV frame.

I can wire motors and control systems according to a wiring diagram.

I can waterproof electronic components to function underwater.

I can work collaboratively to build, operate, and refine an engineering system.

● ●

When I can't reach in and fix a problem, how does that change the way I build?

How do I troubleshoot a robot when I can only see what it does, not what's happening inside?

Learning Activities: ● Orientation to tools and how to safely use them ● Measure, cut and assemble pvc frame ● Build motor canisters Third Topic: Assembling and Testing ROV

Estimated # of Lessons: 4-6

Learning Targets: Essential Question: ● I can assemble, test and safely operate an ● How do I troubleshoot a robot when I can underwater ROV system. only see what it does, not what's happening ● I can navigate an underwater course and inside? complete task-based challenges. ● When my ROV fails a task underwater, how ● I can troubleshoot mechanical and do I figure out if it's a piloting problem, a electrical problems with my ROV. design problem, or a building problem? ● I can test, evaluate, and improve ROV performance based on results. ● I can work collaboratively to build, operate, and refine an engineering system.

Learning Activities: ● Test all components separately ● Assemble all components together ● Test components again ● Test buoyancy and drive the ROV

519

Grade 8: Robotics-Maritime Unit 2 Course Name: Robotics: Maritime Unit 2 Title: CAD to Improve ROV

Est. # of Lessons: 8-10

Unit Overview: Now that we know what doesn't work, design the parts that fix it. Our initial testing revealed both strengths and design flaws. We learn CAD using Tinkercad to engineer solutions that improve our design. We design custom components that meet size and function requirements, prepare them for 3D printing, print them, and integrate them into our existing ROVs. Finally, we test whether our custom designs actually improve performance, then compete to see whose solutions work best.

STAGE 1: DESIRED RESULTS Established Goals ● ● ● ● ● ● ● ● ● ● ●

DD.01.04 - Plan multiple design solutions to solve a problem DD.02.07 - Create various graphic representations or drawing of the design solution DD.01.02 - Incorporate science concepts and mathematical processes applied through the use of technology DD.02.04 - Select and use appropriate materials, tools and machines DD.02.01 - Demonstrate that evaluating, modeling, modifying and testing can be used to transform ideas into practical solutions DD.02.12 - Evaluate the effectiveness of a model and recommend necessary changes DD.01.07 - Explain that requirements for a design are made up of criteria and constraints NT.01.01 - Explain that new products and systems can be developed to solve problems NT.01.04 - Recognize and explain that creativity is the basis for the development of products and systems NT.02.03 - Show evidence of how parts relate to each other through systems thinking NT.02.06 - Explain that a trade-off is a decision process recognizing the need for careful compromises among competing factors

Transfer Goals

● Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); ● Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); ● Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, SelfDirected Learners); ● Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); ● Develop a portfolio of accomplishments that highlight indemand employability skills with

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Grade 8: Robotics-Maritime Unit 2 related artifacts to showcase their talent and expertise (VOG: Effective Communicators, Self-Directed Learners).

Understandings ●

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Effective engineering design starts with clearly defining the problem to solve—custom ROV parts must address specific performance issues identified during testing rather than generic improvements.

Not all designs that look good in CAD can be successfully 3D printed—overhang angles, support requirements, wall thickness, and layer adhesion all constrain what's actually buildable.

Custom parts can fail at three stages—design (wrong solution), manufacturing (printing error), or integration (installation problem)— systematic testing at each stage identifies where problems originate.

Design decisions involve trade-offs between competing factors—optimizing for function may complicate manufacturing, maximizing strength may add weight, improving grip may reduce speed.

Adding components to existing systems creates both intended benefits and unintended consequences—a new gripper may improve object manipulation but worsen buoyancy, requiring additional design adjustments.

Essential Questions ● ● ●

Knowledge ●

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3D CAD part design ○ Create from a drawn design ○ Edit part if it does not meet requirements 3D printing ○ Convert CAD files to properly sliced 3D printer files ○ Print, remove, sand and assemble 3D printed parts

Key Vocabulary: CAD, export, align, group, workplane, filament, extruder, build plate, slicing, additive manufacturing.

How do I design a part to solve a specific problem rather than just make a part that looks cool?

What makes a design "printable" versus just "designed"?

When my printed part doesn't work as expected, how do I know if I designed it wrong, printed it wrong, or installed it wrong?

Skills (Framed as Learning Targets) ● ● ● ● ● ● ●

I can use Tinkercad to create a 3D model using basic CAD tools.

I can design a custom part that meets specific size and function requirements.

I can revise a CAD design based on testing and feedback.

I can prepare and print a CAD. I can explain how my designed part improves or supports the ROV’s performance.

I can integrate a 3D-printed part into a physical engineering system.

I can apply the engineering design

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process to improve a CAD design.

I can work collaboratively to (re)design an ROV system.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment CAD Challenge: Students will be assessed on the following criteria: ● Ability to create a 3D part for their ROV that fits and functions as desired. ● Communicate effectively with a team during the design process. ● Ability upload, slice and 3D print their part.

Formative Assessment ● ●

Observations on ability to create a 3D printed part with minimal input from the teacher.

Teacher observation on student ability to work and communicate as a team when designing and creating their 3D printed part.

Reflection on the CAD Challenge: Does your printed part work as intended? Does it improve your ROV in any way?

STAGE 3: LEARNING PLAN First Topic: Using Tinkercad to Design

Estimated # of Lessons: 8-10

Learning Targets: Essential Question: ● I can use Tinkercad to create a 3D model ● How do I design a part to solve a specific using basic CAD tools. problem rather than just make a part that ● I can design a custom part that meets specific looks cool? size and function requirements. ● What makes a design "printable" versus ● I can revise a CAD design based on testing just "designed"? and feedback. ● When my printed part doesn't work as ● I can prepare and print a CAD. expected, how do I know if I designed it ● I can explain how my designed part improves wrong, printed it wrong, or installed it or supports the ROV’s performance. wrong? ● I can integrate a 3D-printed part into a physical engineering system. ● I can apply the engineering design process to improve a CAD design. ● I can work collaboratively to (re)design an ROV system.

Learning Activities: ● Orientation to TinkerCAD program ● TinkerCAD basic lessons ● Design part for ROV ● Design and Print ROV part ● Assemble and test 3D printed part

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Small Engines SMALL ENGINES COURSE # WTN204

0.5 Credit (FVA, STEM)

Become a small engine technician through hands-on practice with real equipment. We learn how engines work, take them completely apart and rebuild them to factory standards, and master professional diagnostic techniques. The course culminates with preparation for the EETC certification—a credential that proves your skills to employers.

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Small Engines

Small Engines : Semester Course Ever wonder what’s happening inside the engine on a mower, generator, or go-kart? In this course, we find out — by taking real engines completely apart and rebuilding them to factory standards. We learn how engines work, develop professional diagnostic techniques, and build the hands-on skills that employers look for. The course culminates with preparation for the EETC certification — an industry credential that proves you can do the work.

Unit 1: Engine Components & Operations 4-6 Weeks

Unit 2: Disassembly & Assembly Procedures 8-12 Weeks

How does a small engine work — and what does it take to work on one safely and precisely? We start by building the professional habits that every technician needs: recognizing hazards, selecting the right tools, and measuring to within a thousandth of an inch. Then we go inside the engine itself, tracing how fuel, air, spark, and mechanical timing work together to create power.

This is where the theory meets the toolbox.

We learn to take an engine completely apart and rebuild it to factory standards — then put our diagnostic skills to work through troubleshooting and preventative maintenance. Success requires organization, technical reading, and attention to detail— not just wrench-turning.

Unit 3: Principles of Small Engine Technology Certification 3-4 Weeks

We’ve learned how engines work and rebuilt one to factory standards. Now we prove we can think and work like professional technicians. We tackle advanced diagnostics, precision restorations, and the communication skills that real shops depend on — all building toward the EETC entrylevel certification, an industry credential that tells employers you can do the work.

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Small Engines Unit 1 Course Name: Small Engines Unit 1 Title: Engine Components & Operations

Est. # of Lessons: 15

Unit Overview: How does a small engine work — and what does it take to work on one safely and precisely? We start by building the professional habits that every technician needs: recognizing hazards, selecting the right tools, and measuring to within a thousandth of an inch. Then we go inside the engine itself, tracing how fuel, air, spark, and mechanical timing work together to create power.

STAGE 1: DESIRED RESULTS Established Goals ●

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AUTO.01: Students demonstrate the value and necessity of practicing personal and occupational safety and protecting the environment by using materials and processes in accordance with manufacturer and industry standards.

AUTO.01.03: Explain the way in which waste gasses, emissions, and other environmentally destructive substances are generated and their effects on the environment.

AUTO.01.07: Identify basic hand tools and their usage in the automotive industry.

AUTO.03.01: Demonstrate the operating principles of internal and external combustion engines.

AUTO.03.04: Identify and describe the function of the basic engine components.

Transfer Goals ●

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Understandings ●

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The difference between following safety rules and thinking like a safe technician is the ability to recognize hazards before they become emergencies.

Accurate measurement is the starting point for quality mechanical work, ensuring that every engine component meets exact specifications to function reliably.

An internal combustion engine is a collection of integrated systems that must work in perfect synchronization to transform fuel into mechanical power.

Every individual part within an engine has a

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● ● ● ●

What makes the difference between following safety rules and actually thinking like a safe technician?

How does an engine turn a series of small explosions into reliable, controlled power?

If every part matters, how do you figure out which part is causing a problem?

How do technicians balance engine performance against environmental responsibility?

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critical role; a failure in one small component can impact the integrity of the entire machine.

Engine performance depends on precise relationships between fuel, air, spark, and timing — and understanding those relationships is the foundation for all future diagnostic work.

Knowledge

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OSHA safety standards and protocols relevant to a small engine shop environment The purpose and correct use of precision measurement tools including micrometers and dial calipers The four strokes of an internal combustion engine and the mechanical and chemical events occurring in each The roles of the fuel, ignition, and mechanical systems in engine operation The difference between 4-stroke and 2stroke engine cycles Environmental regulations governing engine emissions and hazardous material disposal

Skills (Framed as Learning Targets) ● ● ●

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Key Vocabulary: OSHA, tolerances, precision measurement, micrometer, internal combustion, four-stroke cycle, top dead center (TDC), crankshaft, camshaft, compression ratio, stoichiometric ratio, carburetor, ignition timing, armature, governor system, pneumatic governor, overspeed, revolutions per minute (RPM), viscosity.

I can recognize hazards in the shop environment and take action to protect myself and my team before starting any task.

I can select the right tool for a job and explain why using the wrong one risks damaging the engine or compromising safety.

I can use precision measurement tools to determine whether a component is within manufacturer spec and recommend the appropriate next step.

I can trace how a four-stroke engine transforms fuel into mechanical power, explaining what each system contributes to that process.

I can predict how a failure in one system — fuel, ignition, or mechanical — would affect the performance of the entire engine and explain why.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Students demonstrate readiness to work as entrylevel technicians by completing four connected tasks that mirror a real shop intake process. ●

Phase 1 — Safety Audit: Acting as a Safety Officer, inspect a staged shop area, identify three OSHA violations, and document

Formative Assessment ●

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Safety Hazard Identification: Students annotate a shop floor map, flagging three OSHA-protocol violations and proposing immediate corrective actions.

Precision Spec-Check: A "go/no-go" lab where students measure a cylinder bore to determine if they are within 0.001" of

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Small Engines Unit 1

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corrective actions in an Incident Report.

Phase 2 — Tool Selection: Given three mechanical scenarios, select the correct specialized tool for each and explain the risk of using the wrong one.

Phase 3 — Precision Measurement: Using a micrometer or dial caliper, measure a mystery engine component and determine whether it falls within manufacturer tolerances.

Phase 4 — Engine Theory: Complete a 4stroke storyboard labeling the mechanical and chemical energy transformations at TDC and BDC for each stroke.

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manufacturer specs.

System Failure Prediction: Given a "broken" component (e.g., a sheared flywheel key), students predict the specific impact on ignition timing and armature function.

EPA Compliance Audit: A quick-write explaining why a specific carburetor adjustment or modification would violate emission standards and increase environmental impact.

Governor Linkage "Trace": A physical demonstration where students move the governor linkages and explain how it prevents a dangerous overspeed condition.

STAGE 3: LEARNING PLAN First Topic: Shop Safety

Estimated # of Lessons: 4

Learning Targets: ● I can follow industry-aligned safety protocols to maintain a professional and hazard-free shop environment.

Essential Questions: ● What makes the difference between following safety rules and actually thinking like a safe technician? ● How do technicians balance engine performance against environmental responsibility?

Learning Activities: ● The Professional PPE Fit-Check: Students select and fit their personal protective equipment (safety glasses, nitrile gloves, and ear protection). They will document why specific gear—such as ANSI Z87.1 Safety glasses—is a non-negotiable professional standard. ○ Rationale: To establish that safety is a personal responsibility and the primary prerequisite for entering the shop environment. ● Hazard Hunt & OSHA Mapping: Working in "Safety Audit Teams," students use a shop floor plan to locate and inspect eyewash stations, fire extinguishers, and SDS (Safety Data Sheet) stations.

They must document the OSHA classification for each (e.g., identifying A-B-C fire types). ○ Rationale: To ensure students can navigate the shop and deploy emergency equipment instinctively during a crisis. ● "The Danger Zone" Lab Orientation: A physical walk-through where the instructor demonstrates the hazards of moving engine parts, explosive fuels, and carbon monoxide. Students identify "red zones" around running equipment where loose clothing or long hair poses a severe risk. ○ Rationale: To build an acute awareness of the "invisible" mechanical and chemical dangers unique to internal combustion engines. ● Chemical Safety & Disposal Protocol: Students analyze an SDS for engine oil or fuel and practice the proper disposal sequence. This activity emphasizes meeting EPA and local environmental standards for hazardous waste. ○ Rationale: To connect personal safety with broader environmental stewardship and legal

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Small Engines Unit 1 industry compliance.

Second Topic: Tools, Parts & Equipment Identification & Management

Estimated # of Lessons: 6

Learning Targets: ● I can select and use specialized hand tools and precision measurement equipment correctly. ● I can use precision measurement tools (micrometers, calipers) to verify engine parts meet manufacturer specifications.

Essential Questions: ● If every part matters, how do you figure out which part is causing a problem? ● How does the selection of the right tool impact the safety of the technician and the mechanical integrity of the engine?

Learning Activities: ● The Precision Measurement Lab: Students practice using micrometers and dial calipers to measure "known" objects (like feeler gauges or shim stock) to verify they can read to 0.001" accuracy. They will record their findings in a precision log and compare them against manufacturer-provided tolerances. ● "Tool Mastery" Bench Challenge: Working at a service bench, students must select the correct specialized tool (e.g., torque wrench, flywheel puller, or spark plug socket) for a series of staged mechanical tasks. They must explain why using the "wrong" tool—such as a standard wrench instead of a torque wrench—compromises the engine's structural integrity. ● Exploded-View Part Scavenger Hunt: Using a manufacturer’s parts manual and a "real" external engine, students locate and identify ten critical components, such as the carburetor, armature, and governor linkage. They must match the physical part to its corresponding part number on an exploded-view diagram. ● The "Service Log" Orientation: Students are introduced to the professional documentation standards used in the EETC certification process. They practice filling out a work order, documenting the initial "as-found" condition of an engine and the specific tools used for the inspection. ● Fastener & Thread Geometry Workshop: Students identify different grades of bolts and screw types (metric vs. standard) using a thread pitch gauge. They will practice selecting the proper grade specified in a service manual for high-stress areas like the cylinder head.

Third Topic: Principles of Internal Combustion Engines

Estimated # of Lessons: 5

Learning Targets: Essential Questions: ● I can trace how a four-stroke engine ● How does an engine turn a series of small transforms fuel into mechanical power, explosions into reliable, controlled power? explaining what each system contributes to ● If every part matters, how do you figure out that process. which part is causing a problem? ● I can predict how a failure in one engine ● How do technicians balance engine component (fuel, ignition, mechanical) performance against environmental would affect the performance of the whole responsibility? machine. ● What maintenance prevents engine failure?

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Small Engines Unit 1

Learning Activities: ● The Four-Stroke Cycle Simulation: Students use a cutaway engine model or a digital simulator to manually rotate the crankshaft through the intake, compression, power, and exhaust strokes. They must identify the exact position of the piston (TDC vs. BDC) and the state of the valves during each phase. ● Fuel System "Flow" Analysis: Students trace the path of fuel from the tank through the carburetor, identifying how the air-fuel mixture is created and delivered. They will simulate different throttle positions to see how the carburetor maintains the ideal stoichiometric ratio. ● Ignition Timing & Spark Investigation: Using an ignition tester, students observe the spark generated by the armature and flywheel magnet. They will discuss how the timing of this spark relative to the piston's position affects the engine's power output and efficiency. ● Governor System Response Lab: Students observe a running engine under varying loads to see the pneumatic or mechanical governor in action. They will explain how the governor linkage automatically adjusts the throttle to prevent a dangerous overspeed condition and maintain a steady RPM. ● Emission & Environmental Impact Audit: Students identify the specific emission control components on a modern engine, such as the breather assembly or specialized carburetor limiters.

They will research the EPA standards that these parts fulfill and the environmental consequences of engine "tampering".

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Small Engines Unit 2

Course Name: Small Engines Unit 2 Title : Disassembly & Assembly Procedures

Est. # of Lessons: 11

Unit Overview: This is where the theory meets the toolbox. We learn to take an engine completely apart and rebuild it to factory standards — then put our diagnostic skills to work through troubleshooting and preventative maintenance. Success requires organization, technical reading, and attention to detail—not just wrench-turning.

STAGE 1: DESIRED RESULTS Established Goals ● ●

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AUTO.02.03: Explain what is included in an automobile maintenance schedule.

AUTO.04: Perform and document maintenance procedures in accordance with the recommendations of the manufacturer.

AUTO.04.01: Follow the procedures and practices of various manufacturers regarding repair and maintenance schedules.

AUTO.04.02: Demonstrate how to properly document maintenance procedures in accordance with applicable rules, laws, and regulations.

AUTO.04.03: Use reference books, technical service bulletins, and other documents to accurately diagnose and repair vehicles.

Transfer Goals ●

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Understandings ●

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A successful engine rebuild depends on systematic disassembly, precise timing alignment, and manufacturer-specified torque — each step builds on the last.

Following manufacturer specifications and technical manuals is a non-negotiable standard for ensuring mechanical integrity and safety.

Logical troubleshooting frameworks allow a technician to move beyond guesswork to solve complex mechanical failures efficiently.

Professional accountability is demonstrated through accurate service

Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● ● ● ●

How do I organize parts in disassembly for successful rebuilding?

How do I use manuals to meet manufacturer specs?

How do I ensure proper timing and torque during assembly?

How do I troubleshoot mechanical failures systematically?

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Small Engines Unit 2

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logs and documentation that meet industry standards.

Professional technicians use diagnostic tools and manufacturer maintenance schedules to make data-driven decisions that prevent failures before they become catastrophic.

Knowledge

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A systematic disassembly sequence and organization system are prerequisites for a successful engine rebuild Manufacturer specifications for timing marks, torque values, and component tolerances are the authoritative standard for engine assembly Technical manuals and exploded-view diagrams are the primary reference documents for identifying parts, tolerances, and repair procedures A troubleshooting framework uses systematic process-of-elimination across fuel, ignition, and mechanical systems to identify root causes Preventative maintenance schedules are manufacturer-defined intervals for service that prevent component failure and extend engine life Professional service documentation records diagnostic findings, parts used, and repair justification to meet industry accountability standards

Skills (Framed as Learning Targets) ●

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I can plan and execute a disassembly that sets me up for a successful rebuild—organizing, documenting, and protecting every component along the way.

I can rebuild an engine to manufacturer specifications and verify that my work meets factory standards before the engine runs.

I can use technical manuals and diagrams to find the information I need—and recognize when something I’m seeing doesn’t match what the manual expects.

I can apply a systematic troubleshooting process to diagnose the root cause of mechanical failures and explain my reasoning.

I can determine what maintenance an engine needs based on manufacturer recommendations, usage patterns, and diagnostic data.

I can create service documentation that accurately records what I found, what I did, and why.

Key Vocabulary: technical manual, exploded-view diagram, disassembly sequence, reconstruction roadmap, manufacturer specifications, torque, torque wrench, timing marks, mechanical integrity, troubleshooting framework, diagnostic tools, preventative maintenance, service log, accountability, tolerance, fastener, lubrication system, downtime, parts management, mechanical synchronization.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

531

Small Engines Unit 2 Factory-Standard Rebuild: Students completely disassemble a small engine and rebuild it to manufacturer specifications across four evaluated phases. ●

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Phase 1 — Disassembly: Follow a systematic sequence, documenting each component's location and condition using labeled parts bins and photographs. Target: I can plan and execute a disassembly that sets me up for a successful rebuild.

Phase 2 — Inspection: Use technical manuals and exploded-view diagrams to identify repair tolerances and document worn or damaged components in a service log. Target: I can use technical manuals and diagrams to find the information I need — and recognize when something doesn't match what the manual expects.

Phase 3 — Assembly: Reassemble the engine demonstrating correct timing mark alignment and manufacturer torque specifications. Target: I can rebuild an engine to manufacturer specifications and verify my work meets factory standards.

Phase 4 — Verification: Confirm the engine runs and meets all mechanical integrity and safety standards before sign-off. Target: I can rebuild an engine to manufacturer specifications and verify my work meets factory standards.

Service & Solutions Diagnostic Scenario: A customer brings in a failed engine with a specific performance complaint. Students diagnose the root cause, perform necessary service, and document the repair across four connected tasks. ●

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1:1 Coaching: Based on student observation, pose questions and demonstrate refinements on piece preparation Disassembly Sequence Audit: A "stop-andcheck" where the instructor verifies a student's organization system (e.g., labeled parts bins and photo documentation) before they proceed to the internal engine components.

Manual Proficiency Quiz: Given a specific part number or mechanical failure, students must use a technical service manual to locate the exact torque value, timing mark alignment, or repair tolerance.

Precision Torque Check: A practical "go/nogo" where students demonstrate the correct use of a torque wrench on a cylinder head, explaining why specific tightening patterns are required to prevent warping.

Mechanical Failure Troubleshooting Flowchart: Students create a step-by-step logic map to identify the root cause of a common failure (e.g., a sheared flywheel key affecting timing).

Preventative Maintenance Service Log: Students complete a standardized service record for an oil change or spark plug service, demonstrating professional accountability and adherence to industry documentation standards.

Diagnostic Tool Practice: A performance check where students use a compression tester to measure engine performance and interpret the data to recommend a repair strategy.

Phase 1 — Systematic Troubleshooting: Apply a logic-based flowchart to identify the root cause of a specific failure. Target: I can apply a systematic troubleshooting process to diagnose mechanical failures rather than guessing at solutions.

Phase 2 — Diagnostic Tool Audit: Use a compression tester to measure engine health and determine whether the unit needs a major rebuild or routine service.

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Small Engines Unit 2

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Target: I can determine what maintenance an engine needs based on manufacturer recommendations, usage patterns, and diagnostic data.

Phase 3 — Scheduled Maintenance: Perform a complete preventative maintenance routine based on the manufacturer schedule. Target: I can determine what maintenance an engine needs based on manufacturer recommendations, usage patterns, and diagnostic data.

Phase 4 — Professional Documentation: Complete a standardized service record documenting diagnostic findings, maintenance performed, and technical justification for all repairs. Target: I can create service documentation that accurately records what I found, what I did, and why.

STAGE 3: LEARNING PLAN

First Topic: Disassembly & Assembly Procedures

Estimated # of Lessons: 5

Learning Targets: ● I can plan and execute a disassembly that sets me up for a successful rebuild— organizing, documenting, and protecting every component along the way. ● I can rebuild an engine to manufacturer specifications and verify that my work meets factory standards before the engine runs. ● I can use technical manuals and diagrams to find the information I need—and recognize when something I’m seeing doesn’t match what the manual expects.

Essential Questions: ● How do I organize parts in disassembly for successful rebuilding? ● How do I use manuals to meet manufacturer specs? ● How do I ensure proper timing and torque during assembly?

Learning Activities: ● The "Reconstruction Roadmap" Protocol: Students begin the disassembly process by establishing a physical and digital organization system. They will use labeled parts bins and take step-by-step "as-found" photographs to document the exact location and orientation of every external component before removal. ○ Rationale: To ensure that complex mechanical systems can be accurately reassembled by creating a reliable visual and physical reference for every part. ● Systematic Exterior Teardown: Students follow a specific disassembly sequence to remove external systems, such as the fuel tank, muffler, and blower housing. They must identify any

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immediate signs of damage or wear as they go, recording these "field notes" in a service log. ○ Rationale: To build the habit of methodical work and to prevent the loss or damage of critical peripheral engine components.

Internal Component Audit & Inspection: After removing the cylinder head and crankcase cover, students perform a detailed visual inspection of the piston, rings, and valves. They must use technical manuals and exploded-view diagrams to identify each part and check for common failure points like carbon buildup or scoring. ○ Rationale: To bridge the gap between physical hardware and technical documentation, ensuring students can identify internal parts and evaluate their mechanical condition.

Precision Timing & Torque Workshop: During the initial phases of reassembly, students practice aligning crankshaft and camshaft timing marks. They will also perform a "Torque Drill," using a torque wrench to tighten fasteners in the manufacturer-specified sequence (e.g., star pattern for the cylinder head) to meet exact pound-foot requirements. ○ Rationale: To demonstrate that mechanical integrity and engine performance depend on precision synchronization and the correct application of force during assembly.

The "Dry-Run" Assembly Check: Before final torquing and sealing, students perform a "dry assembly" of major moving parts to verify that the engine rotates freely and that all timing marks remain perfectly aligned through several full rotations of the crankshaft. ○ Rationale: To verify the accuracy of the reassembly process and catch potential mechanical interference issues before the engine is fully closed and serviced.

Second Topic: Basic Troubleshooting, Repair, Service & Maintenance Procedures

Estimated # of Lessons: 6

Learning Targets: ● I can apply a systematic troubleshooting process to diagnose mechanical failures rather than guessing at solutions. ● I can determine what maintenance an engine needs based on manufacturer recommendations, usage patterns, and diagnostic data. ● I can create service documentation that accurately records what I found, what I did, and why.

Essential Questions: ●

How do I troubleshoot mechanical failures systematically?

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Small Engines Unit 2 Learning Activities: ● The "Scheduled Service" Rotation: Students perform a complete preventative maintenance cycle on a variety of small engines, following manufacturer-specific schedules for oil changes, filter replacements, and spark plug service. They must document each step in a professional service log to demonstrate accountability. ● Compression & Diagnostic Tool Lab: Students use compression testers and other diagnostic tools to measure the internal health of several "mystery" engines. They must interpret the data against technical manual specifications to determine if a unit requires internal repair or simple tuning. ● The Troubleshooting Logic Map: Presented with common mechanical failures (e.g., a "no-start" condition or rough idling), students create a step-by-step troubleshooting flowchart. They must apply a systematic process-of-elimination framework to identify the root cause among fuel, ignition, or mechanical systems. ● Technical Manual Scavenger Hunt: Students are given specific repair scenarios and must use manufacturer diagrams, exploded-view drawings, and technical service bulletins to locate exact repair tolerances and order the correct replacement components. ● Professional Service Writing Workshop: Students practice the administrative side of repair by preparing written repair estimates and service records. This includes documenting diagnostic findings, parts used, and labor performed to obtain mock "customer" authorization.

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Small Engines Unit 3

Course Name: Small Engines Unit 3 Title: Principles of Small Engine Technology Certification

Est. # of Lessons: 10

Unit Overview: We’ve learned how engines work and rebuilt one to factory standards. Now we prove we can think and work like professional technicians. We tackle advanced diagnostics, precision restorations, and the communication skills that real shops depend on — all building toward the EETC entry-level certification, an industry credential that tells employers you can do the work.

STAGE 1: DESIRED RESULTS Established Goals ● ●

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AUTO.04.03: Use technical service bulletins and reference books to accurately diagnose and repair vehicles.

AUTO.05.01: Perform general engine maintenance, diagnosis, and service in accordance with national industry standards.

AUTO.07.01: Diagnose and repair ignition system components and circuits to ensure proper engine performance.

AUTO.04.02: Demonstrate how to properly document maintenance procedures in accordance with applicable rules and regulations.

AUTO.08.01: Diagnose and service fuel and exhaust systems, including carburetors and emission control devices.

AUTO.02.04: Identify and comply with environmental regulations regarding the handling and disposal of hazardous materials.

Transfer Goals ●

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Understandings ●

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Diagnostic tests don't just confirm what you suspect — they reveal conditions you can't see, and a professional technician uses that data to make the call between routine service and a major rebuild.

Restoring an engine to factory standards means every component — valves, carburetors, ignition — must meet manufacturer specifications, because a rebuilt engine is only as reliable as its weakest restoration.

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● ● ● ●

How does a professional technician use diagnostic data to "see" inside an engine without taking it apart?

How does returning every component to exact factory specifications ensure the reliability of a rebuild?

How does a systematic process of elimination transform a complex "no-start" into a solvable repair?

Why is adhering to EPA regulations and warranty standards a non-negotiable part of

536

Small Engines Unit 3 ●

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Real-world engine problems rarely have a single cause — professional diagnosis means untangling overlapping symptoms across fuel, ignition, and mechanical systems.

The documentation you produce — repair estimates, diagnostic findings, service records — is what earns a customer's trust and what a certification examiner evaluates.

Effective communication and service writing are as critical as technical skills for business success.

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Knowledge ●

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How to interpret diagnostic data from compression and leak-down tests to determine the internal condition of an engine.

How to apply electrical theory when using a multimeter to verify ignition circuit continuity and component functionality.

How to implement troubleshooting logic by using a systematic process of elimination to resolve complex no-start conditions.

How to navigate regulatory standards to ensure engine repairs comply with EPA emission laws and state authorization requirements.

How to maintain technical documentation by recording precision measurements and service history according to industry certification standards.

Key Vocabulary: leak-down test, compression test (wet and dry), multimeter, ignition continuity, systematic process of elimination, epa emission laws, state authorization requirements, technical documentation, service history, industry certification standards, valve seats and guides, grinding and reaming techniques, recoil starter assemblies, pulley systems, air-gap measurements, ignition modules and flywheels, governor linkage, fuel contamination tests, float carburetors, bearing clearances, valve specifications, torque values

professional mechanical work?

How does clear technical documentation bridge the gap between a successful repair and a satisfied customer?

Skills (Framed as Learning Targets) ●

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I can use diagnostic tests (compression, leakdown, multimeter) to determine an engine’s internal condition and recommend whether it needs routine service or major repair.

I can restore engine components—valves, carburetors, ignition systems, and mechanical assemblies—to factory standards using manufacturer specifications as my benchmark.

I can diagnose complex engine problems by systematically eliminating possible causes rather than guessing at solutions.

I can identify when a repair involves EPA regulations, warranty considerations, or work that requires certified technicians—and explain why those boundaries matter.

I can communicate diagnostic findings and repair recommendations to a customer clearly enough for them to make an informed decision.

I can demonstrate readiness for EETC certification by applying the diagnostic, technical, and professional skills developed throughout this course.

537

Small Engines Unit 3 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Formative Assessment

Master Technician Certification Challenge: Acting as a lead technician, students are presented with an engine exhibiting multiple "real-world" faults.

Advanced Diagnostics: Students must perform and document both wet and dry compression tests and a leak-down test to determine if a failure is rooted in the valves, rings, or head gasket.

Systematic Troubleshooting: Using a multimeter, students must trace the ignition circuit and diagnose a complex nostart condition using a systematic processof-elimination.

Precision Restoration: Students must recondition valve seats and guides to factory standards and rebuild a float carburetor, verifying all clearances and torque values against professional reference guides.

Professional Service Writing: The task concludes with the student preparing a complete written repair estimate, including diagnostic findings, required parts, and labor, following all EPA and legal disclosure requirements.

EETC Practice Exam: A comprehensive exam modeled after the Equipment & Engine Training Council (EETC) standards to verify readiness for industry certification.

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1:1 Coaching: Based on student observation, pose questions and demonstrate refinements on piece preparation.

Multimeter "Circuit Hunt": A practical check where students must correctly measure continuity and resistance on three different ignition system components (e.g., armature, spark plug lead, and stop switch).

Theory of Operation: A 1:1 briefing where the teacher presents a symptom (e.g., engine surging) and the student must verbally explain their troubleshooting logic using the governor and air- fuel system relationship.

Compression Data Analysis: Given a set of sample compression test results, students must write a one-paragraph recommendation justifying whether the engine needs an internal rebuild or simple maintenance.

EPA Compliance Quick-Audit: Students review a repair order and flag any proposed modifications that would violate state authorization or EPA emission laws.

Reference Guide Speed-Check: A timed challenge where students must use a technical manual to find three specific, nonstandard specifications (e.g., valve stem-toguide clearance or recoil starter spring tension).

Fuel Contamination Lab: A hands-on check where students perform a test to detect water or ethanol damage in a fuel sample and explain the resulting impact on carburetor components.

Service Writing Simulation: Students practice the administrative side of the business by preparing written repair estimates and communicating their diagnostic findings and recommendations to a mock "customer" to obtain authorization

STAGE 3: LEARNING PLAN

538

Small Engines Unit 3 First Topic: Advanced Diagnostics

Estimated # of Lessons: 4

Learning Targets: Essential Questions: ● I can use diagnostic tests (compression, ● How does a professional technician use leak-down, multimeter) to determine an diagnostic data to "see" inside an engine engine’s internal condition and recommend without taking it apart? whether it needs routine service or major ● How does returning every component to repair. exact factory specifications ensure the ● I can restore engine components—valves, reliability of a rebuild? carburetors, ignition systems, and ● How does a systematic process of elimination mechanical assemblies—to factory transform a complex "no-start" into a solvable standards using manufacturer repair? specifications as my benchmark. ● I can diagnose complex engine problems by systematically eliminating possible causes rather than guessing at solutions. ● I can identify when a repair involves EPA regulations, warranty considerations, or work that requires certified technicians— and explain why those boundaries matter. ● I can communicate diagnostic findings and repair recommendations to a customer clearly enough for them to make an informed decision. ● I can demonstrate readiness for EETC certification by applying the diagnostic, technical, and professional skills developed throughout this course.

Learning Activities: ● The "Pressure-Drop" Analysis Lab: Students perform both wet and dry compression tests alongside a leak-down test on a failing engine. They must interpret the gauge readings to determine if the pressure loss is occurring past the piston rings, intake/exhaust valves, or a head gasket. ● The Ignition "Path-of-Resistance" Workshop: Students use a multimeter to map the entire ignition circuit, testing for continuity and specific resistance values on the armature, spark plug lead, and stop switch. ● Precision Valve & Carburetor Restoration: Students recondition valve seats and guides using grinding and reaming techniques. They will also perform a complete teardown and rebuild of a float-style carburetor, verifying all clearances against manufacturer reference guides. ● Systematic "No-Start" Logic Challenge: Students are presented with engines that have been intentionally faulted with multiple, overlapping issues. They must apply a systematic process-ofelimination to resolve the faults and successfully restart the unit.

Second Topic: Service, Legal, and Regulatory Documentation

Estimated # of Lessons: 6

539

Small Engines Unit 3 Learning Targets: ● I can service emission control components to meet manufacturer and EPA standards. ● I can identify when repairs require EPAcertified technicians or warranty considerations. ● I can prepare written repair estimates and obtain customer authorization before beginning work. ● I can communicate diagnostic findings and repair recommendations clearly to customers.

Essential Questions: ● Why is adhering to EPA regulations and warranty standards a non-negotiable part of professional mechanical work? ● How does clear technical documentation bridge the gap between a successful repair and a satisfied customer?

Learning Activities: ● ● ● ●

The EPA Compliance Audit: Students review various engine modifications and repair scenarios to identify potential violations of EPA emission laws and state authorization requirements.

Master Service Log & Certification Review: Students compile their complete service history from the course into a professional portfolio. They must ensure that all precision measurements, parts used, and diagnostic findings are documented according to industry certification standards.

The "Front-Desk" Service Writing Simulation: Students practice the administrative side of the business by preparing written repair estimates and communicating their diagnostic findings and recommendations to a mock "customer" to obtain authorization EETC Credentialing Practice: Students complete a comprehensive review and practice exam modeled after the Equipment & Engine Training Council (EETC) standards

540

Automotive Engineering AUTOMOTIVE ENGINEERING COURSE # WTN558

0.5 Credit (FVA, STEM)

Become a precision technician in this hands-on course focused on the internal combustion engine. You will master industrial measurement tools, diagnose engine health through advanced diagnostics, and execute professional maintenance on lubrication, cooling, and hydraulic systems. Moving beyond basic repair, you will investigate mechanical engineering principles—including thread geometry and torque physics—to ensure structural integrity. You will finish with the technical discipline to maintain vehicle longevity and peak performance.

541

Automotive Engineering Automotive Engineering: Semester Course What keeps a vehicle running, handling, and stopping the way it should? In this course, we find out — by getting inside the systems that make it all work.

We develop precision measurement skills, diagnose engine health through fluid analysis and maintenance strategy, investigate the suspension, steering, and braking systems that connect a vehicle to the road, and learn to troubleshoot the electrical circuits that tie everything together. The course builds toward an industry credential that proves we can do the work.

Unit 1: Automotive Tools, Hardware, and Measurement 3-4 Weeks

Unit 2: Engine Maintenance & Repair 4-6 Weeks

Unit 3: Wheel and Hub 4-6 Weeks

Unit 4: Electrical/Electronic 4-6 Weeks

Every reliable repair starts with precise measurement and the right hardware. We begin by building the skills every technician depends on: measuring to within a thousandth of an inch, understanding why a specific bolt grade and thread pitch matter for a high-stress application, and developing the professional tool habits that protect both the vehicle and the technician. This is the foundation everything else in the course builds on.

With precision tools in hand, we turn to the heart of the vehicle: the internal combustion engine.

We learn how the four-stroke cycle transforms fuel into power, then shift to the maintenance work that keeps it running — fluid diagnostics, filtration, and service scheduling based on how the engine is actually used. We learn to read what fluids and filters are telling us about engine health, and to document what we find in professional service records.

With engine fundamentals in place, we move to the systems that connect a vehicle to the road. We study suspension and steering geometry — how alignment angles affect handling, how shocks and struts control ride quality — then shift to stopping power, exploring hydraulic principles and the differences between disc and drum braking systems. By the end, we can read the physical evidence (tire wear, fluid condition, component wear) and trace it back to the undervehicle problem causing it.

We have explored the mechanical systems that keep vehicles moving and stopping. Now we investigate the electrical systems that control all of it. Starting with Ohm’s Law and basic circuit design, we build toward diagnosing real problems — dead batteries, failing starters, charging system issues — using a digital multimeter to find what we can see. We build toward an industry credential that validates our ability to work safely and accurately with vehicle electrical systems.

542

Automotive Engineering Unit 1 Course Name: Automotive Engineering Est. # of Lessons: 6-8

Unit 1 Title: Automotive Tools, Hardware, and Measurement

Unit Overview: Every reliable repair starts with precise measurement and the right hardware. We begin by building the skills every technician depends on: measuring to within a thousandth of an inch, understanding why a specific bolt grade and thread pitch matter for a high-stress application, and developing the professional tool habits that protect both the vehicle and the technician. This is the foundation everything else in the course builds on.

STAGE 1: DESIRED RESULTS Established Goals ●

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AUTO.01: Students demonstrate the value and necessity of practicing personal and occupational safety in the shop by using materials and processes in accordance with manufacturer and industry standards.

AUTO.01.05: Demonstrate and explain knowledge of personal safety practices such as eyewear, clothing, footwear, and personal protective equipment (PPE).

AUTO.01.07: Identify basic hand tools and their usage in the automotive industry.

AUTO.03.10: Perform necessary procedures to maintain, diagnose, service, and repair vehicle systems and malfunctions.

AUTO.04.03: Use reference books, technical service bulletins, and other documents to accurately diagnose and repair vehicles.

Transfer Goals ●

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Understandings •

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A thousandth of an inch determines whether a component is fit for service or a failure waiting to happen — and the only way to know is to measure against manufacturer tolerances.

A bolt isn’t just a bolt — thread pitch, grade, and torque specification are engineering decisions that determine whether an assembly holds under stress or fails.

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● ● • •

What's the difference between knowing the safety rules and actually thinking like a safe technician?

How does a thousandth of an inch determine whether a component is fit for service or a failure waiting to happen?

What makes a fastener an engineered decision rather than just a piece of hardware?

When does using the wrong tool risk more than just slowing you down?

543

Automotive Engineering Unit 1 •

Every tool is engineered for a specific purpose — using the wrong one introduces variables that compromise both the component and the measurement.

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Tolerances exist because perfect is impossible — a technician’s job is to determine whether a component falls within the acceptable range and to know what happens when it doesn’t.

Knowledge

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Precision measurement tools — including micrometers and dial calipers — are used to verify component dimensions against manufacturer tolerances to within 0.001 inch Semi-precision tools — including rulers and feeler gauges — are appropriate for general layout and inspection but insufficient for determining component fit-for-service status Manufacturer tolerance specifications define the acceptable range of variation for a component — a measurement outside that range indicates a component that must be replaced or reconditioned Bolt grade, thread pitch, and torque specification are engineering decisions that determine whether a fastener holds under stress or fails under load Metric and standard thread systems use different pitch measurements and are not interchangeable — mismatched fasteners compromise structural integrity OSHA safety standards and PPE requirements — including ANSI-rated eyewear, appropriate footwear, and chemical-resistant gloves — govern personal and shop safety in the automotive environment Technical service documents and manufacturer specifications are the authoritative reference for tolerance values, fastener grades, and torque requirements

Skills (Framed as Learning Targets) •

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I can identify and correctly utilize semiprecision and precision measurement tools for automotive diagnostics to determine whether a component meets manufacturer tolerances — and explain the consequences if it doesn’t.

I can analyze fastener types, thread specifications, and torque requirements to select the right hardware for a specific application and justify why the wrong choice risks mechanical failure.

I can document a pre-assembly integrity audit that records my measurements, fastener selections, and tolerance judgments with enough precision and clarity for another technician to verify my work.

I can follow professional shop safety protocols and tool management standards — and explain why each protects both the technician and the integrity of the work.

I can locate and interpret manufacturer specifications in technical service documents to determine the correct tolerance, fastener grade, or torque value for a given application.

544

Automotive Engineering Unit 1 •

Tool management systems — including organized storage, regular inspection, and correct usage — protect both the technician and the precision of the work

Key Vocabulary: semi-precision, precision, fasteners, threads, caliper, micrometer, tolerance, torque, pitch, gauge.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment The Scenario: You are a lead technician tasked with a "Pre-Assembly Integrity Audit." A highperformance engine component has been delivered with unknown fasteners and critical tolerances that must be verified before assembly.

Failure to achieve precision will result in mechanical failure under stress. Use both semiprecision (calipers) and precision (micrometers) tools to measure component wear and compare findings against provided manufacturer "Tolerance" specifications. ●

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Fastener Engineering: Identify the correct fastener type, thread pitch, and torque specification required for the assembly to ensure "structural integrity".

The Technical Brief: Document all measurements and fastener selections in a professional shop log, justifying choices based on "mechanical properties" and "thread geometry".

Formative Assessment •

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1:1 Precision Coaching: Based on direct observation, the instructor poses "Essential Questions" (e.g., "How does this measurement determine if the component is fit for service?") while students are actively using micrometers.

The "Tool Identification" Speed-Sort: A quick, hands-on activity where students must categorize "basic hand tools" and "fasteners" by their specific usage and "thread specifications".

Mathematical Principle Application: Short, practical "checks" where students apply mathematical principles to calculate "tolerance" and "component wear" based on their raw measurements.

Peer Safety Audit: Students work in pairs to perform "proactive hazard recognition" checks on their work area, ensuring "PPE" and "tool management" align with professional standards.

Evaluative Criteria: ● ●

Technical Accuracy: Do measurements align with industry-grade precision standards?

Safety & Management: Was the work performed following professional "shop safety protocols" and "tool management systems"?

545

Automotive Engineering Unit 1 STAGE 3: LEARNING PLAN First Topic: Measurement

Estimated # of Lessons: 5-6

Learning Targets: Essential Questions: ● I can identify and correctly utilize semi● How does a thousandth of an inch determine precision and precision measurement tools whether a component is fit for service or a for automotive diagnostics to determine failure waiting to happen? whether a component meets manufacturer ● When does using the wrong tool risk more tolerances — and explain the consequences than just slowing you down? if it doesn’t.

Learning Activities: ● A PPE and Shop Safety Orientation as the first activity — this addresses AUTO.01 and establishes professional habits before students pick up any tools ● A Measurement Progression Lab — starting with rulers, moving to calipers, then micrometers, so students build precision incrementally ● A Go/No-Go Tolerance Decision activity where students measure real components and make a fit-for-service determination ● The Tolerance Case Studies could become a structured analysis of real mechanical failures caused by out-of-spec components — connecting measurement to consequences explicitly

Second Topic: Fasteners

Estimated # of Lessons: 3-4

546

Automotive Engineering Unit 1 Learning Targets: ● I can analyze fastener types, thread specifications, and torque requirements to select the right hardware for a specific application and justify why the wrong choice risks mechanical failure. ● I can document a pre-assembly integrity audit that records my measurements, fastener selections, and tolerance judgments with enough precision and clarity for another technician to verify my work. ● I can follow professional shop safety protocols and tool management standards, and explain why each protects both the technician and the integrity of the work. ● I can locate and interpret manufacturer specifications in technical service documents to determine the correct tolerance, fastener grade, or torque value for a given application.

Essential Questions: ● What makes a fastener an engineered decision rather than just a piece of hardware? ● When does using the wrong tool risk more than just slowing you down?

Learning Activities: ● Torque Application Lab: students practice proper torque sequence and technique on a real component. ● The Fastener Stress Test: An analysis of how different thread pitches and bolt grades influence structural integrity in high-stress applications. ● The Fastener Engineering Challenge: Students must identify and select the correct hardware for specific engine components based on mechanical property requirements. ● Service Manual Scavenger Hunt : Find the torque specification for a specific fastener in a real service document) would close this gap without requiring a full additional lesson.

547

Automotive Engineering Unit 2

Course Name: Automotive Engineering Est. # of Lessons: 8-12

Unit 2 Title : Engine Maintenance & Repair

Unit Overview: Transition from tool mastery to the heart of the vehicle: the internal combustion engine.

You will investigate engine theory to understand how mechanical, chemical, and electrical systems synchronize to produce power. As a maintenance strategist, you will master fluid health as the primary defense against catastrophic failure, developing the technical discipline to ensure peak performance and vehicle longevity STAGE 1: DESIRED RESULTS Established Goals ● ● ●

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AUTO.03.01: Demonstrate the operating principles of internal and external combustion engines AUTO.03.08: Differentiate between the 4stroke and 2-stroke operating cycles.

AUTO.03.10: Perform necessary procedures to maintain, diagnose, service, and repair vehicle systems and malfunctions.

AUTO.04: Perform and document maintenance procedures in accordance with the recommendations of the manufacturer.

AUTO.05.01: Perform general engine maintenance, diagnosis, service, and repair in accordance with portable national industry standards.

AUTO.05.02: Maintain, diagnose, service, and repair lubrication and cooling systems

Transfer Goals ●

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Understandings ● ●

An engine is a system of systems; failure in lubrication or cooling leads to total mechanical collapse.

Fluids are diagnostic evidence: their color,

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions

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What can fluids reveal about the internal health of an engine?

What can a fluid tell you that a visual inspection of the engine cannot?

548

Automotive Engineering Unit 2

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consistency, and contamination reveal the internal health of the engine and transmission before a failure becomes visible anywhere else.

A maintenance schedule isn’t one-size-fitsall — driving conditions determine how fast heat and friction degrade an engine, which means the same vehicle can need very different service intervals.

The difference between a cheap filter and the right filter is measured in microns — and those microns determine how much abrasive contamination reaches precision engine components.

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Knowledge ●

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The four-stroke cycle in spark and compression engine, intake, compression, power, and exhaust, describes the mechanical and chemical events that transform fuel into mechanical power, and a disruption to any stroke produces predictable, diagnosable symptoms The 2-stroke engine completes the same power cycle in one crankshaft revolution rather than two, making it lighter and simpler but less fuel-efficient and requiring oil mixed directly into the fuel Engine oil viscosity — expressed as an SAE multi-grade rating — determines how effectively the oil flows and lubricates under varying temperature conditions, and thermal breakdown reduces that effectiveness over time Synthetic and conventional oils differ in molecular consistency, thermal stability, and service interval — driving conditions determine which is appropriate and how frequently it must be changed Coolant chemistry — including glycol concentration and pH level — determines the cooling system's ability to prevent boiling, freezing, and internal corrosion Brake fluid is hygroscopic — it absorbs moisture over time, which lowers its boiling point and reduces hydraulic effectiveness, making periodic replacement a safety

How should driving conditions and habits influence maintenance decisions?

What role does filtration play in protecting high-precision engine components?

Skills (Framed as Learning Targets) ● ●

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I can explain the four-stroke theory of operation and identify how mechanical failures disrupt this cycle.

I can determine what maintenance an engine needs based on manufacturer schedules, driving conditions, and what the fluids and filters are telling me.

I can perform fluid and filtration service to manufacturer standards — and use what I find during service (fluid condition, filter contamination, seal wear) as diagnostic evidence of engine health.

I can create a service record that documents what I found, what I did, and what I recommend — clearly enough for another technician to understand the engine’s history.

549

Automotive Engineering Unit 2

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requirement Transmission fluid serves both lubrication and hydraulic functions — contamination or degradation affects both gear protection and shift quality Oil and air filter micron ratings determine how much abrasive contamination reaches precision engine components — a filter with too high a micron rating allows particles that accelerate wear Manufacturer maintenance schedules define service intervals for normal driving conditions, but severe conditions — including frequent idling, towing, extreme temperatures, and short trips — accelerate fluid and filter degradation and require shortened intervals Fluid color, consistency, and contamination are diagnostic evidence of internal engine health that becomes visible before mechanical symptoms appear

Key Vocabulary: four-stroke cycle, internal combustion, lubrication, viscosity, multi-grade oil, synthetic vs. conventional, thermal breakdown, glycol, hygroscopic, transmission fluid, micron rating, air-fuel ratio, service interval, contaminant, oxidation STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

550

Automotive Engineering Unit 2 A vehicle has been brought in for a 100,000-mile major service and inspection. As the maintenance Technician, you must determine if the current engine health allows for continued peak performance or if critical system failures are imminent and recommend next steps. ●

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Fluid & Filtration Analysis: Conduct a "fluid health audit" for engine oil, coolant, and transmission fluid. You must identify contaminants, evaluate SAE viscosity ratings, and determine if "thermal breakdown" has occurred.

The Service Log & Technical Brief: Document all findings in a professional service history report. This includes recommending a maintenance schedule based on "normal vs. severe" driving conditions and justifying your fluid and filter choices using industry-grade "micron ratings" and "coolant chemistry" and any repairs needed found during inspection.

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A Four-Stroke Theory Check — even a brief exit ticket or storyboard connecting each stroke to a potential failure mode would ensure the engine theory foundation is solid before students move to fluid diagnostics 2-Stroke vs. 4-Stroke Comparison Spark vs Compression Ignition Comparison Engine Fluid Inspection : During practical lab time, the instructor observes fluid checks and poses "Essential Questions," such as: "What can fluids reveal about the internal health of an engine?"

The "Severe Service" Case Study: A quick formative check where students are given a driving scenario (e.g., frequent idling or heavy towing) and must recommend a maintenance schedule to prevent "catastrophic failure".

Filter & Seal Inspection Lab: A practical check where students execute a professional oil and filter change, specifically focusing on "seal integrity" and "torque specifications" for the drain plug.

Service Record Peer Review: Students trade their service logs and use a checklist to ensure all technical data—including fluid types and particulate accumulation levels—is documented with professional-grade accuracy.

STAGE 3: LEARNING PLAN First Topic: Engine Theory of Operation

Estimated # of Lessons: 6-8

Learning Targets: ● I can explain the four-stroke theory of operation and identify how mechanical failures disrupt this cycle.

Essential Questions: ● What can fluids reveal about the internal health of an engine? ● What role does filtration play in protecting high-precision engine components?

Learning Activities: ● ● ●

The "Professional Service" Simulation: A high-stakes “Vehicle service" where students execute an oil and filter change and document every precision value in a service log.

Fluid Chemistry & Contamination Lab: A diagnostic audit of "failed" engine fluids to identify the internal mechanical failures they indicate.

The Four-Stroke Cycle Breakdown — students trace each stroke on a cutaway model or diagram,

551

Automotive Engineering Unit 2

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identifying the mechanical and chemical events and connecting each to a potential failure mode.

This directly addresses The 2-Stroke Comparison — a brief but explicit comparison of 2-stroke and 4-stroke cycles addressing The Professional Service Simulation — fully developed with a description of the oil and filter change procedure, the documentation requirements, and the connection to the summative service log.

Fluid Chemistry & Contamination Lab — developed with specific fluid samples, a diagnostic checklist, and explicit connection to the understanding that fluids are diagnostic evidence

Second Topic: Maintenance Strategy and Service Documentation

Estimated # of Lessons: 4-6

Learning Targets: ● I can determine what maintenance an engine needs based on manufacturer schedules, driving conditions, and what the fluids and filters are telling me. ● I can perform fluid and filtration service to manufacturer standards — and use what I find during service (fluid condition, filter contamination, seal wear) as diagnostic evidence of engine health. ● I can create a service record that documents what I found, what I did, and what I recommend — clearly enough for another technician to understand the engine’s history.

Essential Questions: ● What can a fluid tell you that a visual inspection of the engine cannot? ● How should driving conditions and habits influence maintenance decisions?

552

Automotive Engineering Unit 3 Course Name: Automotive Engineering Unit 3 Title: Wheel and Hub

Est. # of Lessons: 8-12

Unit Overview: With engine fundamentals now in place, we turn our attention to the systems that connect a vehicle to the road and ensure controlled handling and safety. We investigate the engineering of suspension and steering geometry, developing understanding of the physics of alignment and dampening. Shifting to stopping power, we explore hydraulic principles and the mechanical differences between disc and drum braking systems. By the end, we can diagnose under-vehicle malfunctions and maintain the critical components that dictate vehicle stability and safety.

STAGE 1: DESIRED RESULTS Established Goals ● ● ● ● ● ● ●

AUTO.08.01: Describe the purpose, operation, and basic components of the steering system AUTO.08.02: Describe the purpose, operation, and basic components of the suspension system AUTO.08.03: Explain caster, camber, and toe-in wheel alignment angles AUTO.09.01: Explain hydraulic systems as they pertain to the service braking systems AUTO.09.02: Describe the purpose, operation, and basic components of drum brakes.

AUTO.09.03: Describe the purpose, operation, and basic components of disc brakes AUTO.09.09: Maintain, diagnose, service, and repair under-vehicle systems and malfunctions

Transfer Goals ●

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Understandings

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions

553

Automotive Engineering Unit 3 ●

Tire wear patterns are diagnostic evidence — they reveal what’s wrong with the suspension and alignment before the driver notices a handling problem.

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What can a tire tell you about problems the driver hasn’t noticed yet?

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Small changes in alignment angles — a degree of camber, a fraction of toe — dramatically change how a vehicle handles, wears tires, and tracks straight.

How do small changes in alignment angles create big changes in how a vehicle handles?

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When a vehicle pulls, wanders, or vibrates — how does a technician determine whether the cause is suspension, steering, or braking?

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Hydraulic braking depends on a sealed, airfree system — any contamination, air intrusion, or fluid degradation directly reduces stopping power.

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What happens inside a hydraulic braking system when the sealed environment is compromised?

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Why do under-vehicle problems rarely announce themselves — and what does a technician look for before they become safety failures?

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Under-vehicle problems rarely announce themselves — a technician who waits for obvious symptoms is already dealing with a safety issue instead of preventing one.

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Vehicle stability depends on suspension, steering, and braking working together — a problem in one system masks or worsens problems in the others.

Knowledge

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Accurate measurement and precise layout of materials and machinery.

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Principles of suspension and steering geometry including alignment angles.

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Hydraulic system operation and the properties of brake fluid.

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Construction and service requirements for disc and drum brake assemblies.

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Tire construction, size designations, and rotation procedures.

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Adhering to safety protocols.

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Proactive hazard recognition and mitigation.

Suspension systems — including control arms, shocks, and struts — manage the vertical movement of wheels and maintain contact between tires and road surface under varying load and terrain conditions Shock absorbers and struts provide dampening by converting kinetic energy into heat — worn dampening components allow excessive body movement that

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Skills (Framed as Learning Targets) ●

I can identify the components and explain the operation of suspension systems, including shocks and struts.

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I can explain how suspension geometry and steering linkage work together to control vehicle handling — and predict how a worn or misaligned component would change that behavior.

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I can explain how hydraulic pressure and friction work together to create stopping power — and identify what happens when air, fluid contamination, or worn friction material compromises the system.

I can read tire wear patterns as diagnostic evidence to determine whether the cause is alignment, inflation, suspension wear, or driving habits.

I can perform tire rotation and wheel balancing procedures to manufacturer specifications I can conduct a brake inspection — measuring rotor thickness, pad wear, and fluid condition — and make a justified service

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Automotive Engineering Unit 3

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reduces handling precision and accelerates tire wear Steering geometry is defined by three primary alignment angles: caster controls straight-line stability, camber affects tire contact patch and cornering load, and toe determines whether tires point inward or outward relative to the direction of travel Each alignment angle produces a specific, predictable pattern of tire wear when outside specification — reading those patterns allows a technician to diagnose the geometry problem before disassembling the suspension Rack-and-pinion and parallelogram steering systems translate rotational steering input into lateral wheel movement — worn linkage components introduce play that reduces steering precision and vehicle stability Hydraulic braking systems multiply pedal force through Pascal's Law — pressure applied at the master cylinder is transmitted equally through brake fluid to each wheel cylinder or caliper Brake fluid is incompressible when free of air — any air introduced into the hydraulic circuit compresses under pedal pressure, reducing braking force and producing a soft or spongy pedal feel Disc brake systems use a caliper to clamp friction pads against a rotor — drum brake systems use wheel cylinders to push brake shoes against the interior of a drum — each system has distinct service requirements and wear indicators Brake rotor thickness, pad wear depth, and hydraulic fluid condition are measurable indicators of braking system health that determine whether components are fit for continued service Tire size designations encode wheel diameter, aspect ratio, and section width — load rating and speed rating indicate the tire's capacity under specific operating conditions Under-vehicle systems — suspension, steering, and braking — are mechanically

recommendation

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Automotive Engineering Unit 3

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interdependent, meaning a fault in one system produces symptoms that can mask or worsen faults in the others Under-vehicle work requires specific safety protocols including proper lift procedures, correct jack stand placement, torque verification on all fasteners, and hydraulic system inspection before returning a vehicle to road use.

Key Vocabulary: suspension, steering, alignment, caster, camber, toe-in, shock absorber, strut, rackand-pinion, hydraulic, disc brake, drum brake, traction control, torque.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

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Automotive Engineering Unit 3 vehicle is reported to have "unstable handling" and "reduced stopping confidence". As the lead technician, you must perform a comprehensive audit of the wheel, hub, and braking systems to restore factory-standard safety and performance. ●

Alignment & Tire Geometry Analysis: Analyze tire wear patterns to diagnose specific alignment issues (Caster, Camber, or Toe-in). Students must explain how the current geometry is affecting vehicle handling and fuel economy.

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Hydraulic Braking Performance Test: Evaluate the "stopping power" of both disc and drum brake assemblies. This includes measuring friction material thickness and testing the hydraulic system for pressure consistency and fluid integrity.

The Stability Technical Brief: Document all findings in a professional report. This must include a justified plan for tire rotation, wheel balancing, and component replacement based on "structural integrity" and manufacturer specifications.

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Suspension Design: While students are working with suspension components, the instructor poses "Essential Questions" regarding how shocks and struts provide "dampening" and affect ride quality.

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The "Tire Wear Pattern" Mystery Gallery Walk: A quick diagnostic check where students are shown various tire wear images and must identify the likely root cause (e.g., over-inflation, toe-out, or worn shocks).

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Brake System Assembly: A practical check for understanding where students must correctly sequence the components of a disc or drum brake system as it is assembled, explaining the role of each part in the "stopping power" chain.

Hydraulic Pressure Simulation: A formative lab check where students demonstrate the correct "bleeding" procedure for a hydraulic system, explaining why air in the lines causes "pedal fade".

Safety Protocol Peer Audit: Before any vehicle is lowered from a lift, students perform a peer-check on torque specifications and "hazard recognition" to ensure the vehicle is safe for road testing. (e.g. all serviced parts and fasteners are replaced, torqued to spec, visually inspected for foreign objects left behind) Brake Component Integrity Audit: Students work in pairs to perform "proactive serviceability" checks on critical friction components (e.g., brake rotors and pads).

Using micrometers for rotor thickness and calipers for pad wear, students must make a "Go/No-Go" decision based on manufacturer minimum thickness specifications. Pairs must justify their decision by identifying the specific safety risks (such as brake fade or structural failure) associated with re-using out-of-spec hardware.

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Evaluative Criteria: ●

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Diagnostic Precision: Can the student accurately connect tire wear patterns to specific suspension or alignment malfunctions?

Hydraulic Literacy: Does the student correctly apply hydraulic principles to explain braking system performance?

Chassis & Steering Integration: Can the student accurately connect a vehicle instability complaint (e.g., wandering, nosedive, or vibration) to the specific mechanical failure of shocks, struts, or steering linkage?

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STAGE 3: LEARNING PLAN First Topic: Suspension and Steering

Estimated # of Lessons: 3-5

557

Automotive Engineering Unit 3 Learning Targets: Essential Questions: ● I can identify the components and explain ● What can a tire tell you about problems the the operation of suspension systems, driver hasn’t noticed yet? including shocks and struts. ● How do small changes in alignment angles ● I can explain how suspension geometry and create big changes in how a vehicle handles? steering linkage work together to control ● When a vehicle pulls, wanders, or vibrates — vehicle handling — and predict how a worn how does a technician determine whether the or misaligned component would change cause is suspension, steering, or braking? that behavior. ● Why do under-vehicle problems rarely ● I can read tire wear patterns as diagnostic announce themselves — and what does a evidence to determine whether the cause technician look for before they become is alignment, inflation, suspension wear, or safety failures? driving habits.

Learning Activities: ● ● ● ●

Alignment Geometry Workshop: An investigation into caster, camber, and toe-in and how they dictate vehicle handling.

The Dampening & Stability Lab: Testing shocks and struts to understand their role in ride quality and vehicle control.

Suspension Component Identification: Students physically identify shocks, struts, control arms, and steering linkage on a vehicle or model before analyzing their function. This bridges the gap between knowledge and the hands-on lab work The "Handling Complaint" Investigation: Students are presented with a vehicle that "pulls to the left only under braking". They must use a diagnostic flowchart to determine if the root cause is a braking (hydraulic), steering (linkage), or suspension (geometry) issue before committing to a final repair plan.1:1 Technical Brief Coaching: The instructor reviews a draft of a student's diagnostic findings, specifically looking for the use of "Essential Vocabulary" (e.g., caster, dampening, hydraulic integrity) to ensure they are ready for the professional documentation requirements of the summative.

Second Topic: Brakes

Estimated # of Lessons: 3-4

Learning Targets: ● I can explain how hydraulic pressure and friction work together to create stopping power — and identify what happens when air, fluid contamination, or worn friction material compromises the system. ● I can conduct a brake inspection — measuring rotor thickness, pad wear, and fluid condition — and make a justified service.

Essential Questions: ● When a vehicle pulls, wanders, or vibrates — how does a technician determine whether the cause is suspension, steering, or braking? ● What happens inside a hydraulic braking system when the sealed environment is compromised? ● Why do under-vehicle problems rarely announce themselves — and what does a technician look for before they become safety failures?

558

Automotive Engineering Unit 3 Learning Activities: ● ● ●

The Hydraulic Pressure & Friction Workshop: Students perform system bleeds and explain the physics of stopping power during disc and drum assembly.

The "Brake Fade" Investigation: A simulation of how air in the lines or worn friction material leads to reduced hydraulic effectiveness.

Brake System Identification Lab: before students perform bleeds and analyze fade, a brief component identification activity (master cylinder, calipers, wheel cylinders, lines) would ensure all students have the prerequisite knowledge to engage meaningfully with the more complex activities

Third Topic: Tires and Wheels

Estimated # of Lessons: 2-3

Learning Targets: ● I can read tire wear patterns as diagnostic evidence to determine whether the cause is alignment, inflation, suspension wear, or driving habits. ● I can perform tire rotation and wheel balancing procedures to manufacturer specifications

Essential Questions: ● What can tire wear patterns reveal about alignment, driving habits, and vehicle health? ●

What factors accelerate wear on undervehicle components, and how can technicians anticipate them?

Learning Activities: ● ● ●

Tire Sidewall Decoding activity: Reading the size, load rating, and speed rating from an actual tire.

The "Wear Pattern" Mystery Gallery: Students use tread depth gauges and alignment logic to diagnose chassis failures from various tire wear images, students must not only Wheel Dynamics & Balancing: A practical lab on tire rotation and the physics of wheel balancing to ensure vehicle stability.

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Automotive Engineering Unit 4

Course Name: Automotive Engineering Est. # of Lessons: 8-12

Unit 4 Title: Electrical/Electronic Systems

Unit Overview: Having explored the mechanical systems that keep vehicles moving and stopping, we now investigate the complex 'nervous system' of modern vehicles—electrical theory and digital circuit integration. We progress from basic circuit analysis to advanced diagnostics of accessory lighting and starting systems. Working toward an industry credential, we demonstrate the professional-grade technical proficiency required to safely maintain and troubleshoot the sophisticated electronic architectures of next-generation vehicles.

STAGE 1: DESIRED RESULTS Established Goals ● ● ● ● ● ● ●

AUTO.06: Students demonstrate the function, principles, and operation of electrical and electronic systems.

AUTO.06.01: Perform battery diagnosis and service.

AUTO.06.02: Perform starting system diagnosis and repair.

AUTO.06.03: Perform charging system diagnosis and repair.

AUTO.06.04: Perform lighting, instrumentation, wiper, and washer systems diagnosis and repair.

AUTO.06.07: Define the following electrical units: voltage, amperage, and resistance.

AUTO.06.08: Perform electrical circuit calculations using Ohm’s Law.

Transfer Goals ●

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Understandings ●

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Ohm’s Law turns electrical diagnosis from guesswork into math — if you know two values, you can calculate the third and determine whether a circuit is performing to spec.

Whether a circuit is wired in series or parallel changes everything about how it behaves under load — and misidentifying the architecture leads to misdiagnosis.

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions

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How does a technician use precise measurement to find an electrical failure they can't see?

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How does Ohm's Law provide a diagnostic framework for troubleshooting electrical problems?

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How does circuit design—series versus parallel—determine how electrical systems behave under load?

What keeps the battery, starter, and

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Automotive Engineering Unit 4 ●

The battery, starter, and alternator depend on each other — a weakness in any one component stresses the other two, which is why electrical problems often look like they’re everywhere at once.

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A DMM reveals what you can’t see — voltage drops, parasitic draws, and open circuits that would be invisible without precise measurement.

alternator in balance, and what happens when that balance is disrupted?

Knowledge ●

Principles of Ohm’s Law (Voltage, Amperage, Resistance).

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Architecture of series and parallel circuits.

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Chemistry and service requirements of automotive batteries.

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Accurate measurement and precise layout of materials and machinery.

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Adhering to safety protocols for highcurrent systems.

Ohm's Law defines the relationship between voltage, amperage, and resistance — if any two values are known, the third can be calculated, allowing a technician to determine whether a circuit is performing to specification without disassembly In a series circuit, current follows a single path — a break anywhere in the circuit stops current flow entirely, and resistance values add together across components In a parallel circuit, current follows multiple paths — each branch operates independently, so a failure in one branch does not stop current flow in others, and total resistance decreases as branches are added The battery stores and delivers electrical energy, the alternator recharges the battery and powers the vehicle's electrical systems while the engine runs, and the starter converts electrical energy into mechanical energy to crank the engine — a weakness in any one component creates symptoms that stress and can damage the others

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Skills (Framed as Learning Targets) ●

I can apply Ohm’s Law to calculate expected values in a circuit and use those calculations to determine whether the circuit is performing to spec.

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I can identify whether a circuit is wired in series or parallel and predict how that architecture affects system behavior when a component fails or load changes.

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I can trace how the starting, charging, and accessory systems depend on each other — and determine which component is causing a failure when the symptoms overlap.

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I can use a DMM to diagnose battery health, circuit continuity, parasitic draws, and voltage drops — and interpret the readings to identify what’s failing and why.

I can diagnose accessory system failures — lighting, instrumentation, wipers — by identifying voltage drops and ground faults in parallel circuit architectures.

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Automotive Engineering Unit 4 ●

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A digital multimeter measures voltage, amperage, resistance, and continuity — each measurement type requires specific meter settings and test lead placement to produce accurate and safe readings Voltage drop testing reveals resistance in a circuit that would not be detected by a simple continuity check — excessive voltage drop indicates corroded connections, undersized wiring, or failing components A parasitic draw is an abnormal current drain that continues after the vehicle is shut off — it depletes the battery over time and is diagnosed by measuring current flow with the DMM while systematically isolating circuits Accessory systems — including lighting, instrumentation, and wipers — are typically wired in parallel circuits and share common ground points, making them sensitive to voltage drops and ground faults that cause intermittent or reduced operation A solenoid is an electromechanical switch that uses a low-current signal circuit to control a high-current power circuit — starter solenoids engage the starter motor and shift the drive gear into contact with the flywheel High-current electrical systems — including batteries and starters — require specific safety precautions including correct terminal sequencing, insulated tools, and awareness of arc flash risk before any diagnostic work begins Accessory systems — lighting, instrumentation, wipers — are typically wired in parallel circuits and share common ground points, making them sensitive to voltage drops and ground faults

Key Vocabulary: voltage, amperage, resistance, ohm’s law, series circuit, parallel circuit, multimeter, continuity, load test, parasitic draw, solenoid, alternator.

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Automotive Engineering Unit 4 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

A vehicle is experiencing intermittent starting issues and dimming accessory lights. You must perform a comprehensive electrical audit to identify if the failure lies in a specific component (battery, starter, alternator) or within the circuit architecture itself. ●

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Circuit Analysis & Calculations: Use Ohm’s Law to calculate the expected voltage, amperage, and resistance within a provided circuit diagram. You must identify if the circuit is series or parallel and explain how this architecture influences current flow.

Precision Diagnostic Test: Utilize a Digital Multi-Meter (DMM) or Batter Load Tester to perform a "State-of-Charge" and "Load Test" “Voltage Drop Test” on the battery.

You must also test for continuity and identify any parasitic draw that could be depleting the system.

The Diagnostic Technical Brief: Document all meter readings and calculations in a professional report. You must justify your repair recommendations (e.g., "replace solenoid," "clean grounds," or "recharge battery") by explaining the "balanced relationship" between the battery, starter, and alternator.

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Digital Multi-Meter Proficiency: While students are actively testing circuits, the instructor poses "Essential Questions" such as: "How does Ohm's Law provide a diagnostic framework for troubleshooting electrical problems?"

The "Ohm’s Law" Diagnostic Challenge: A quick check where students are given two known electrical values and must calculate the third to determine if a circuit is performing within "factory specifications".

Series vs. Parallel Speed-Build: A practical lab check where students must correctly wire a basic accessory circuit in both series and parallel configurations, explaining the behavior of the load in each.

Battery Chemistry & Safety Check: A "go/nogo" check where students demonstrate the safe handling and "service requirements" of automotive batteries, focusing on "highcurrent system" protocols.

The "Power Triangle" Interconnection Gallery Walk: Students must diagram and explain the cyclical relationship and interdependencies of the three primary electrical components in a vehicle.

The Accessory System Diagnostic Lab: Students work in pairs to diagnose a simulated failure in a vehicle's accessory lighting or instrumentation system. Using a Digital Multi-Meter (DMM), students must perform a systematic audit of a parallel circuit that shares a common ground point.

STAGE 3: LEARNING PLAN First Topic: Circuit Design

Estimated # of Lessons: 6-8

563

Automotive Engineering Unit 4 Learning Targets: ● I can apply Ohm’s Law to calculate expected values in a circuit and use those calculations to determine whether the circuit is performing to spec. ●

I can identify whether a circuit is wired in series or parallel and predict how that architecture affects system behavior when a component fails or load changes.

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I can use a DMM to diagnose battery health, circuit continuity, parasitic draws, and voltage drops — and interpret the readings to identify what’s failing and why. ● I can diagnose accessory system failures — lighting, instrumentation, wipers — by identifying voltage drops and ground faults in parallel circuit architectures.

Learning Activities: ● ● ● ●

Essential Questions: ● How does Ohm's Law provide a diagnostic framework for troubleshooting electrical problems? ● How does circuit design—series versus parallel—determine how electrical systems behave under load? ● What keeps the battery, starter, and alternator in balance, and what happens when that balance is disrupted?

Ladder Circuit Architecture: Applying Ohm’s Law to calculate and measure voltage and resistance in series and parallel wiring.

Load Behavior Simulation: An investigation into how circuit design determines how systems behave under varying electrical loads.

Electrical Safety Orientation: High-current system safety protocols before students touch any live circuits, addressing the safety knowledge gap flagged earlier Ohm's Law Calculation Lab: Students calculate expected values from provided circuit specifications, then verify with a meter.

Second Topic: Digital Multi Meter

Estimated # of Lessons: 4-6

Learning Targets: ● I can apply Ohm’s Law to calculate expected values in a circuit and use those calculations to determine whether the circuit is performing to spec.

Essential Questions: ● How does a technician use precise measurement to find an electrical failure they can't see? ● How does Ohm's Law provide a diagnostic framework for troubleshooting electrical problems? ● What keeps the battery, starter, and alternator in balance, and what happens when that balance is disrupted?

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I can identify whether a circuit is wired in series or parallel and predict how that architecture affects system behavior when a component fails or load changes.

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I can trace how the starting, charging, and accessory systems depend on each other — and determine which component is causing a failure when the symptoms overlap.

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I can use a DMM to diagnose battery

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Automotive Engineering Unit 4

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health, circuit continuity, parasitic draws, and voltage drops — and interpret the readings to identify what’s failing and why.

I can diagnose accessory system failures — lighting, instrumentation, wipers — by identifying voltage drops and ground faults in parallel circuit architectures.

Learning Activities: ● ● ● ● ●

The "Precision DMM" Bench Challenge: Students use a DMM to find hidden "opens," "shorts," and "parasitic draws" in a test harness.

The Electrical "Balance" Audit: A live testing of the battery, starter, and alternator to verify their synchronized health Continuity Mystery Lab: Students use their DMMs to find a hidden "open" or "short" in a test harness, documenting their logical path to discovery.

Accessory System Diagnosis Lab: Students diagnose a simulated lighting or instrumentation failure using their DMM Service Writing Workshop: Students practice drafting a professional repair recommendation from their diagnostic findings

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Advanced Automotive Engineering ADVANCED AUTOMOTIVE ENGINEERING COURSE # WTN561

0.5 Credit (FVA, STEM)

PREREQUISITE: Automotive Engineering and Small Engines with a B or better.

Students with the basic knowledge of the various automotive systems will learn how to service, troubleshoot and repair modern automobiles. It teaches essential skills, encourages the development of good work habits and stresses safety.

Students have the ability to earn credit through CT State College and Career Pathways (CCP) program.

566

Advanced Automotive Engineering Advanced Automotive Engineering: Semester Course Building on our foundation in tools, engine basics, wheel systems, and electrical diagnostics, we now advance into the professional realities of automotive service. We begin by investigating the business side of the industry—customer relations, estimating, and shop management. From there, we move into sophisticated engine performance diagnostics using computerized systems and scan tools. We then explore the complex systems that transfer power to the road, including transmissions and drivelines. Finally, we investigate climate control systems, applying thermodynamic principles to maintain both vehicle and passenger comfort. Throughout this course, we develop the technical precision and professional judgment required to diagnose, service, and repair modern high-tech vehicles.

Unit 1: The Automotive Business 3-4 Weeks

Unit 2: Engine Performance and Diagnostics 4-6 Weeks

Unit 3: Transmissions and Driveline 4-6 Weeks

Unit 4: Heating, Ventilation, and Air Conditioning 4-6 Weeks

We investigate the operational architecture of the automotive service industry, developing fluency in the principles of business management and professional customer relations.

We analyze industry-standard pay structures, including flatrate and book-time systems, while building the technical precision required for accurate job estimation. By understanding the mechanics of gaining and retaining customers, we build the professional foundation necessary to manage a successful, enterprise-model automotive facility.

With our understanding of shop operations in place, we now advance from basic maintenance to sophisticated engine analysis, investigating the complex synchronization of mechanical and computerized systems. We develop proficiency in high-level diagnostic procedures, using advanced scan tools to interpret live data and troubleshoot internal engine performance issues. By analyzing the relationship between thermodynamic efficiency and electronic control, we build the technical precision required to restore peak performance to modern, high-tech automotive powerplants.

Having explored how engines produce power, we now investigate the complex systems that transfer that power to the road. We examine automatic and manual drivetrain architectures, applying hydraulic principles to diagnose transmission performance and analyze mechanical powerflow through gear reduction and multiplication.

By performing precision maintenance on transaxles, clutches, and drive axles, we develop the technical expertise required to ensure efficient and reliable vehicle propulsion.

With drivetrain systems now in our toolkit, we turn to the complex climate control systems that manage heat throughout the vehicle. We investigate the laws of thermodynamics and refrigerant cycle principles, progressing from foundational theory to high-level diagnostics of air conditioning, heating, and engine cooling systems.

By developing proficiency in professional leak detection and component repair, we build the technical skills required to maintain passenger comfort and ensure critical thermal management for modern vehicle architectures.

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Advanced Automotive Engineering Unit 1 Course Name: Adv. Automotive Engineering Unit 1 Title: The Automotive Business

Est. # of Lessons: 5-8

Unit Overview: We investigate the operational architecture of the automotive service industry, developing fluency in the principles of business management and professional customer relations. We analyze industry-standard pay structures, including flat-rate and book-time systems, while building the technical precision required for accurate job estimation. By understanding the mechanics of gaining and retaining customers, we build the professional foundation necessary to manage a successful, enterprisemodel automotive facility.

STAGE 1: DESIRED RESULTS Established Goals ●

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AUTO.02: Customer Relations and Shop Procedures: Explain the basic processes and procedures for maintaining a clean, safe and customer-friendly shop.

AUTO.02.01: Interpret repair and work orders including differentiating between parts and labor cost.

AUTO.02.02: Differentiate between flat rate labor and hourly labor.

AUTO.04.03: Use reference books, technical service bulletins, and other documents and materials related to the automotive service industry available in print and through electronic retrieval systems to accurately diagnose and repair vehicles.

AUTO.04.05: Complete a work order, including customer information, description of repairs, and billing information, in accordance with applicable rules, laws, and regulations.

Transfer Goals ●

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Understandings ● ● ●

Exceptional customer relations are as vital to a technician’s success as their mechanical proficiency.

Transparency in pay structures and estimation is the foundation of professional ethics in the automotive industry.

The automotive business is a system of interdependent operations requiring both technical and administrative precision.

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens);

Essential Questions ● ● ● ●

How do successful automotive businesses balance technical quality with profitability?

What makes an estimate accurate—and what happens when it isn't?

How do flat-rate and hourly pay structures shape the way technicians approach their work?

When does a documentation error become an ethical violation, and how does a

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Advanced Automotive Engineering Unit 1 ●

Accurate work order documentation protects both the customer and the shop — incomplete or inaccurate records create legal liability and undermine professional credibility

professional prevent one from becoming the other?

Knowledge ●

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A professional service estimate separates parts cost from labor cost — inaccurate estimation creates billing disputes, undermines customer trust, and directly reduces shop profitability Flat-rate pay structures compensate technicians based on published book time for each repair rather than hours worked — this system rewards efficiency but creates pressure that can compromise diagnostic thoroughness if not managed professionally Book time is established by manufacturers and third-party labor guides as the industry standard for how long a specific repair should take — technicians and service advisors use it to generate consistent, defensible estimates Electronic retrieval systems and technical service bulletins are the authoritative source for labor times, part specifications, and repair procedures — using outdated or incorrect reference data produces inaccurate estimates and potential liability A professional work order documents customer information, vehicle identification, repair authorization, parts used, labor performed, and billing in compliance with applicable laws — incomplete or inaccurate records create legal exposure for both the technician and the shop Customer retention depends on transparent communication, accurate documentation, and professional followthrough — a technically correct repair that is poorly communicated produces the same outcome as a failed one from the customer's perspective

Skills (Framed as Learning Targets) ● ● ● ●

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I can analyze and apply professional strategies for gaining and retaining customers in an automotive service environment.

I can differentiate between flat-rate and book-time pay structures and explain their impact on shop productivity.

I can generate accurate service estimates by calculating labor costs, part requirements, and shop fees.

I can demonstrate professional communication skills required for effective customer relations — including active listening, clear explanation of technical findings, and conflict resolution.

I can complete a professional work order that accurately documents customer information, vehicle data, repair descriptions, parts used, and billing in compliance with industry standards.

I can use a shop and repair management system/database and to locate technical service bulletins, accurate labor times, part specifications, and service procedures.

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Advanced Automotive Engineering Unit 1 ●

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Conflict resolution in a service environment requires active listening, clear explanation of technical findings in nontechnical language, and documented agreement on scope and cost before work begins Shop flow efficiency — the sequence and timing of vehicle intake, diagnosis, repair, and delivery — directly affects technician productivity, customer wait time, and overall business profitability Professional ethics in automotive service requires that estimates, labor charges, and repair recommendations be honest, accurate, and based on documented diagnostic evidence rather than assumption or upselling pressure

Key Vocabulary: flat rate, book time, estimation, customer retention, enterprise model, labor rate, quote vs. estimate, service advisor, shop flow.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment A local shop is struggling with customer retention and inconsistent profitability. You must perform an "Operational Architecture Audit" to identify systemic failures and propose professional solutions. ●

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The Technical Brief: Review three "mystery" work orders. You must identify errors in documentation, discrepancies between "parts and labor" costs, and ethical violations in the estimation process.

The Profitability Analysis: Analyze a shop's weekly production data. You must calculate the impact of shifting from an hourly pay structure to a "Flat-Rate" or "Book-Time" system and explain how this change influences technician productivity and business profitability.

The Customer Retention Strategy: Based on a provided transcript of a "failed"

Formative Assessment ●

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1:1 Estimation Coaching: While students are generating service quotes, the instructor poses "Essential Questions" such as: "What makes this estimate accurate—and what happens to shop profitability if it isn't?"

The "Book-Time" Quick-Check: A practical formative activity where students are given a specific repair (e.g., a brake rotor replacement) and must use electronic retrieval systems to find the correct labor time and calculate a final cost.

The "Service Advisor" Script Critique: Students trade role-play scripts for customer interactions and use a checklist to identify if the technician used "appropriate vocabulary" based on their audience and purpose.

Work Order "Red-Line" Lab: A quick check for understanding where students must find three missing pieces of critical data (e.g., missing VIN, improper billing, or vague repair

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Advanced Automotive Engineering Unit 1 customer interaction, you must draft a professional "Correction Plan" that utilizes conflict resolution strategies to restore customer confidence.

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descriptions) on a "broken" work order.

Ethics & Transparency Reflective Log: Based on the Alison Zmuda style, students document why transparency in pay structures is the foundation of professional ethics, reflecting on how their thinking shifted after the "Flat-Rate" analysis.

STAGE 3: LEARNING PLAN First Topic: Customer Relation

Estimated # of Lessons: 3-4

Learning Targets: ● I can analyze and apply professional strategies for gaining and retaining customers in an automotive service environment. ● I can generate accurate service estimates by calculating labor costs, part requirements, and shop fees. ● I can demonstrate professional communication skills required for effective customer relations — including active listening, clear explanation of technical findings, and conflict resolution.

Essential Questions: ● How do successful automotive businesses balance technical quality with profitability? ● What makes an estimate accurate—and what happens when it isn't? ● When does a documentation error become an ethical violation, and how does a professional prevent one from becoming the other?

Learning Activities: ● The "Service Advisor" Role-Play Simulation : To practice professional communication and conflict resolution strategies required for gaining and retaining customers in a high-pressure service environment. ● Shop Flow & Management Mapping: To investigate the interdependent operations of an enterprise-model facility and understand how efficient shop flow impacts both technician productivity and customer satisfaction. ● The Work Order Completion Lab: Students practice completing professional work orders from a simulated customer intake scenario, with specific attention to the legal and professional requirements of each field

Second Topic: Estimating

Estimated # of Lessons: 3-5

Learning Targets: ● I can differentiate between flat-rate and book-time pay structures and explain their impact on shop productivity. ● I can generate accurate service estimates

Essential Questions: ● What makes an estimate accurate—and what happens when it isn't? ● How do flat-rate and hourly pay structures shape the way technicians approach their

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Advanced Automotive Engineering Unit 1

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by calculating labor costs, part requirements, and shop fees.

I can complete a professional work order that accurately documents customer information, vehicle data, repair descriptions, parts used, and billing in compliance with industry standards.

I can use a shop and repair management system/database and to locate technical service bulletins, accurate labor times, part specifications, and service procedures.

work?

Learning Activities: ● The "Book-Time" vs. "Flat-Rate" Analysis Lab: To analyze industry-standard pay structures and evaluate how these systems influence technical work habits and shop profitability. ● Professional Service Quote Generation: To develop the technical precision required for accurate job estimation by calculating labor costs, part requirements, and shop fees in compliance with industry standards. ● The Electronic Retrieval Fluency: Students use a professional electronic retrieval system to locate labor times, part numbers, and service bulletins for a specific repair scenario

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Advanced Automotive Engineering Unit 2

Course Name: Automotive Engineering Unit 2 Title : Engine Performance and Diagnostics

Est. # of Lessons: 10-12

Unit Overview: With our understanding of shop operations in place, we now advance from basic maintenance to sophisticated engine analysis, investigating the complex synchronization of mechanical and computerized systems. We develop proficiency in high-level diagnostic procedures, using advanced scan tools to interpret live data and troubleshoot internal engine performance issues. By analyzing the relationship between thermodynamic efficiency and electronic control, we build the technical precision required to restore peak performance to modern, high-tech automotive powerplants.

STAGE 1: DESIRED RESULTS Established Goals ● ●

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AUTO.05.03: Maintain, diagnose, and repair computerized engine control systems and other engine-related systems.

AUTO.07: Engine Performance: Describe the components and functions of the various systems that are related to engine performance.

AUTO.07.01: Describe the purpose, operation, and basic components of the ignition system.

AUTO.07.02: Describe the purpose, operation, and basic components of fuel and air induction systems.

AUTO.07.03: Describe the purpose, operation, and basic components of exhaust and exhaust emissions systems.

AUTO.07.04: Explain the use of a computer scanner to read Diagnostic Trouble Codes (DTC).

Transfer Goals ●

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Understandings ● ● ● ●

Advanced engine performance relies on the precise integration of mechanical timing and electronic sensor feedback.

Diagnostic accuracy is driven by the technician's ability to synthesize data from multiple high-tech sources.

Maintaining mechanical timing and seal integrity is foundational to all advanced engine performance metrics.

A Diagnostic Trouble Code is a starting point, not a solution, professional diagnosis

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions

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How do computerized engine controls balance power, efficiency, and emissions— and what happens when that balance breaks down?

Why is replacing the part named in a DTC the least reliable diagnostic strategy a technician can use?

What can live scan tool data reveal that traditional mechanical tests cannot?

What can exhaust data reveal about combustion efficiency?

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Advanced Automotive Engineering Unit 2

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requires interpreting live data in context rather than replacing the component the code names Exhaust emissions are diagnostic evidence, catalytic efficiency data and sensor readings reveal combustion quality and system health before mechanical symptoms appear Knowledge

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The ignition system delivers a precisely timed high-voltage spark to each cylinder — timing advance, coil saturation time, and spark plug condition directly affect combustion efficiency, and a fault in any one produces predictable, diagnosable performance symptoms Fuel injector pulse width, mass airflow sensor readings, and short- and long-term fuel trim values are interdependent — a fault in any one component shifts the airfuel ratio in a predictable direction that points toward the root cause The exhaust system manages combustion byproducts and reduces emissions through catalytic conversion — oxygen sensor waveforms and catalyst efficiency monitors are diagnostic evidence of combustion quality and emissions compliance Variable Valve Timing systems adjust camshaft timing electronically to optimize power, efficiency, and emissions across different engine speeds — faults in VVT solenoids or oil control valves produce specific DTCs and measurable performance degradation A Diagnostic Trouble Code identifies the system or circuit where a fault was detected — it is a starting point for diagnosis, not a repair instruction, and replacing the named component without further testing is one of the most common and costly diagnostic errors Freeze frame data captures the engine operating conditions at the exact moment a DTC was triggered — interpreting freeze

Skills (Framed as Learning Targets) ●

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I can explain how computerized engine controls regulate the balance between power output, fuel efficiency, and emissions compliance.

I can perform advanced engine mechanical diagnostics—including compression testing, leak-down testing, and vacuum analysis—to assess internal engine health.

I can operate bidirectional scan tools to retrieve Diagnostic Trouble Codes (DTCs), command system actuators, and interpret live data streams.

I can analyze the synchronization of ignition timing, fuel delivery, and air induction to diagnose engine performance malfunctions.

I can evaluate exhaust system components and interpret emissions data to identify catalytic efficiency problems and sensor failures.

I can verify engine mechanical timing and confirm correct cylinder firing order using manufacturer specifications.

I can apply a systematic diagnostic approach—Concern, Cause, and Correction— to document findings and resolve complex drivability issues.

I can evaluate exhaust system components and interpret emissions data to identify catalytic efficiency problems and oxygen sensor failures

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frame values alongside live data narrows the diagnostic window and prevents misdiagnosis caused by intermittent faults Bidirectional scan tools allow a technician to command system actuators directly — this capability separates electronic faults from mechanical faults and eliminates the guesswork that comes from passive observation alone Compression testing measures cylinder pressure to assess ring and valve seal integrity — a wet compression test differentiates between ring wear and valve failure by introducing oil into the cylinder and observing the pressure change Leak-down testing introduces pressurized air into a cylinder at TDC and measures the percentage of pressure lost — the location of air escape (crankcase, exhaust, intake, or adjacent cylinder) identifies the specific failure point Volumetric efficiency measures how effectively an engine fills its cylinders compared to theoretical maximum — reduced volumetric efficiency indicates restrictions in the intake, exhaust, or valve train that limit power output The Concern, Cause, Correction documentation framework structures diagnostic findings into a professional service record — Concern captures the customer complaint in measurable terms, Cause identifies the verified root cause, and Correction documents the repair performed and the verification that it resolved the complaint Intake manifold vacuum is a real-time indicator of engine mechanical health — a steady high reading indicates a well-sealed engine, while specific vacuum patterns (low and steady, fluctuating, dropping at idle) point to distinct conditions including late timing, valve leakage, or intake restriction.

Vacuum analysis is performed with a vacuum gauge connected to a manifold port and interpreted alongside compression and leak-down results to complete the mechanical health picture.

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Advanced Automotive Engineering Unit 2

Key Vocabulary: bidirectional scan tool, dtc, freeze frame data, compression test, leak-down test, mechanical timing, vvt, air-fuel ratio, fuel trim, stoichiometry, volumetric efficiency.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

The Scenario: A high-mileage vehicle has been brought in with a drivability complaint: rough idle, hesitation under acceleration, and a check engine light with multiple stored codes. As the lead technician, you must determine whether the root cause is mechanical, electronic, or a combination of both — and document your findings using the Concern, Cause, Correction framework.

The Task: ●

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Live Data Stream Analysis where students interpret fuel trim, MAF readings, and O2 sensor waveforms to diagnose a specific performance complaint DTC Interpretation Challenge where students distinguish between a root cause code and a consequential code — identifying which one to address first Concern, Cause, Correction Brief as the documentation phase, replacing the current service history report

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DTC Triage Exercise: Students are given a vehicle with multiple stored codes and must determine which to investigate first and why Live Data Interpretation Check: Students read a freeze frame snapshot and explain what the values indicate about engine condition at the moment of fault Fuel Trim Analysis: Students interpret shortterm and long-term fuel trim values to diagnose a lean or rich condition and identify the likely cause OBD-II Data Interpretation: A formative check where students read and interpret Diagnostic Trouble Codes (DTC) to identify potential system malfunctions.

STAGE 3: LEARNING PLAN First Topic: Engine Performance

Estimated # of Lessons: 7

Learning Targets: ● I can explain how computerized engine controls regulate the balance between power output, fuel efficiency, and emissions compliance. ● I can operate bidirectional scan tools to retrieve Diagnostic Trouble Codes (DTCs), command system actuators, and interpret live data streams.

Essential Questions: ● How do computerized engine controls balance power, efficiency, and emissions— and what happens when that balance breaks down? ● What can live scan tool data reveal that traditional mechanical tests cannot? ● What can exhaust data reveal about combustion efficiency?

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Advanced Automotive Engineering Unit 2 ●

I can evaluate exhaust system components and interpret emissions data to identify catalytic efficiency problems and oxygen sensor failures

Learning Activities: ● The "Thermodynamic Synchronicity" Lab: To demonstrate how advanced engine performance depends on the precise mechanical timing of the four-stroke cycle—intake, compression, power, and exhaust—working in perfect synchronization. ● The High-Level Mechanical Health Audit: To master the use of compression testing, leak-down testing, and vacuum analysis as foundational tools for assessing internal engine health and seal integrity. ● The Four-Stroke Synchronization Audit: Students trace the mechanical and electronic events of each stroke, connecting ignition timing, fuel delivery, and valve timing to specific performance outcomes ● The Compression & Leak-Down Diagnostic Lab: Fully developed with wet and dry test procedures, manufacturer spec comparisons, and explicit connection to the Concern, Cause, Correction framework ● The Ignition System Analysis: Students trace ignition circuit components, measure coil saturation, and connect spark timing to engine performance metrics ● The Vacuum Analysis Lab: Students connect a vacuum gauge to the intake manifold and interpret readings against a diagnostic reference chart. Findings are documented alongside compression and leak-down results as a complete mechanical health audit, directly scaffolding the summative performance test.

Second Topic: Diagnostics

Estimated # of Lessons: 5

Learning Targets: ● I can operate bidirectional scan tools to retrieve Diagnostic Trouble Codes (DTCs), command system actuators, and interpret live data streams. ● I can analyze the synchronization of ignition timing, fuel delivery, and air induction to diagnose engine performance malfunctions. ● I can evaluate exhaust system components and interpret emissions data to identify catalytic efficiency problems and sensor failures. ● I can verify engine mechanical timing and confirm correct cylinder firing order using manufacturer specifications. ● I can apply a systematic diagnostic approach—Concern, Cause, and Correction—to document findings and resolve complex drivability issues.

Essential Questions: ● ●

Why is replacing the part named in a DTC the least reliable diagnostic strategy a technician can use?

What can live scan tool data reveal that traditional mechanical tests cannot?

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Advanced Automotive Engineering Unit 2 Learning Activities: ● ● ● ●

The Bidirectional Scan Tool Live Data Challenge: Fully developed with specific data parameters, actuator command protocols, and connection to real vehicle symptoms The DTC Triage Lab: Students work through a vehicle with multiple stored codes, determining root cause versus consequential codes before committing to a repair plan The Emissions & Exhaust Analysis: Students interpret O2 sensor waveforms and catalytic efficiency data to diagnose exhaust system performance, addressing AUTO.07.03 The Concern, Cause, Correction Case Study: Fully developed as a culminating documentation exercise where students apply the full diagnostic framework to a complex drivability complaint

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Advanced Automotive Engineering Unit 3 Course Name: Adv. Automotive Engineering Unit 3 Title: Transmissions and Driveline

Est. # of Lessons: 10-12 Lessons

Unit Overview: Having explored how engines produce power, we now investigate the complex systems that transfer that power to the road. We examine automatic and manual drivetrain architectures, applying hydraulic principles to diagnose transmission performance and analyze mechanical powerflow through gear reduction and multiplication. By performing precision maintenance on transaxles, clutches, and drive axles, we develop the technical expertise required to ensure efficient and reliable vehicle propulsion.

STAGE 1: DESIRED RESULTS Established Goals ● ●

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AUTO.03.05: Describe principles of pneumatic and hydraulic power and their applications.

AUTO.09: Demonstrate function and principles of automotive drivetrain, steering and suspension, brake, and tire and wheel components and systems in accordance with portable national industry standards.

AUTO.09.07: Describe the function and operation of automatic and manual transmissions and transaxles.

AUTO.09.08: Describe the function and operation of clutches, differentials, and drive axles.

AUTO.09.09: Maintain, diagnose, service, and repair under-vehicle systems and malfunctions.

Transfer Goals ●

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Understandings ● ●

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Transmissions rely on precisely managed hydraulic pressure to execute smooth and efficient gear changes.

Transmission fluid is diagnostic evidence — its color, smell, and particulate contamination reveal the condition of internal friction materials and the health of the hydraulic control system before mechanical symptoms appear Manual drivetrain systems — clutches, differentials, CV joints, and drive axles — transfer high-torque loads through mechanical rather than hydraulic means,

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions

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How do hydraulic pressure and mechanical components work together to transfer power smoothly through a transmission?

What can transmission fluid condition reveal about drivetrain health and potential failures?

How do gear ratios and tire size affect vehicle performance, fuel economy, and drivetrain stress?

When a vehicle vibrates under load, how does a technician determine whether the cause is hydraulic, mechanical, or structural?

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making structural integrity and precise adjustment critical to reliable power delivery The driveline must maintain mechanical and structural integrity to safely transfer high-torque loads to the wheels.

Specialized drive systems, such as CVTs and hybrid power units, require specific operational knowledge for accurate diagnostics.

Knowledge

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Automatic transmissions use hydraulic pressure governed by Pascal's Law to engage clutch packs and bands that select gear ratios — a drop in line pressure produces predictable shift quality symptoms including delayed engagement, slipping, or harsh shifts The torque converter uses fluid coupling to transfer engine power to the transmission — lockup clutch engagement at highway speeds eliminates fluid slippage and improves fuel efficiency, and a failing lockup clutch produces shudder at highway speed under light throttle Gear ratio is the mathematical relationship between input and output shaft speed — lower gear ratios multiply torque for acceleration and grade climbing while higher gear ratios optimize engine speed for fuel efficiency at highway speeds CVT drivetrains use variable-diameter pulleys and a drive belt to achieve a continuous range of gear ratios rather than fixed steps — misidentifying a CVT as a conventional automatic leads to incorrect fluid specification, service procedures, and diagnostic approach Transmission fluid color, smell, and particulate contamination are diagnostic evidence of internal component condition — dark fluid with a burnt smell indicates thermal degradation, metal particles suggest gear or bearing wear, and black rubber particles indicate clutch or seal deterioration

Skills (Framed as Learning Targets) ●

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I can apply Pascal's Law to explain how hydraulic pressure controls clutch engagement, torque converter operation, and gear selection in automatic transmissions.

I can calculate and interpret gear ratios to explain how transmissions multiply torque and optimize engine speed for varying driving conditions.

I can diagnose operational differences between conventional automatic, CVT, and hybrid drivetrains to determine appropriate service procedures.

I can evaluate transmission fluid condition— including color, smell, and particulate contamination—to diagnose internal wear and potential component failures.

I can perform professional transmission service, including fluid and filter replacement, pan inspection, and manual valve linkage adjustments.

I can inspect and service critical driveline components, including clutches, half-shafts, universal joints, CV joints, and differential assemblies.

I can diagnose common malfunctions in fourwheel drive and all-wheel drive systems, including transfer case operation and hub engagement.

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Advanced Automotive Engineering Unit 3 ●

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Manual transmission clutch systems use friction disc engagement to mechanically connect the engine to the drivetrain — clutch pedal free play, disc wear depth, and pressure plate condition are measurable indicators of clutch health and remaining service life Constant-velocity joints maintain smooth power transfer through the full range of suspension travel — a torn CV boot allows grease loss and contamination that accelerates joint wear and produces a characteristic clicking sound during cornering under load Universal joints allow driveshaft angle changes between the transmission and differential — worn U-joint bearing caps introduce vibration that increases with vehicle speed and is felt through the floor and drivetrain Differential assemblies split torque between drive wheels while allowing different wheel speeds during cornering — limited-slip and locking differentials use additional clutch or gear mechanisms that require specific fluid formulations and service intervals Four-wheel drive transfer cases direct power to front and rear axles through a range of selectable engagement modes — incorrect engagement for road conditions or failure to return to two-wheel drive on pavement causes drivetrain binding and accelerated component wear Transmission service safety requires specific precautions including transmission jack support, correct fluid disposal compliance, and torque verification on all pan fasteners and fill plugs before returning the vehicle to road use

Key Vocabulary: transaxle, cvt, powerflow, gear reduction, torque converter, clutch master cylinder, constant-velocity (cv) joint, differential, transfer case

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Advanced Automotive Engineering Unit 3 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

The "Powerflow & Propulsion" Diagnostic Audit: A vehicle is suffering from "delayed engagement" and a noticeable "vibration under load." As the lead technician, you must determine if the failure is rooted in the hydraulic control system or the mechanical structural integrity of the driveline. ● Hydraulic & Fluid Analysis: Conduct a "transmission fluid health audit." You must interpret the color, smell, and particulate contamination to diagnose internal clutch wear or torque converter failure and interpret a fluid sample test result ● Mechanical Integrity Check: Perform a hands-on inspection of half-shafts, universal joints, and CV joints to identify the source of the driveline vibration.

Students should not only identify the failure but also measure relevant clearances or document the specific wear indicator that confirms the diagnosis. ● The Technical Brief: Document your findings in a professional report that includes a "Prioritized Repair Roadmap," justifying your decisions based on Pascal's Law and mechanical powerflow principles.

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1:1 Fluid Integrity Coaching: During lab, the instructor observes a pan inspection and asks: "What does this specific particulate matter reveal about the life-cycle of the internal friction materials?".

The "Gear Ratio" Performance Check: A practical check where students calculate specific gear reduction ratios and predict how a change in tire size would impact drivetrain stress and fuel economy.

Driveline "Red-Line" Lab: A quick check for understanding where students must find three "hidden" failures (e.g., a torn CV boot, a loose U-joint, or incorrect fluid level) on a staged chassis.

Transmission Pan Inspection Lab: Students drain and inspect a transmission pan, identifying particulate types and connecting findings to specific internal components, directly scaffolding the summative fluid analysis CVT vs. Automatic Comparison: A structured analysis of how each system achieves gear ratio changes, addressing the CVT diagnostic gap flagged in the knowledge section Transfer Case Operation Check: students identify the engagement positions of a transfer case and explain the mechanical consequences of incorrect engagement, addressing the four-wheel drive learning target that currently has no formative support

STAGE 3: LEARNING PLAN First Topic: Transmissions

Estimated # of Lessons: 4-5

Learning Targets: ● I can apply Pascal's Law to explain how hydraulic pressure controls clutch engagement, torque converter operation, and gear selection in automatic transmissions

Essential Questions: ● How do hydraulic pressure and mechanical components work together to transfer power smoothly through a transmission? ● What can transmission fluid condition reveal about drivetrain health and potential failures?

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I can calculate and interpret gear ratios to explain how transmissions multiply torque and optimize engine speed for varying driving conditions I can diagnose operational differences between conventional automatic, CVT, and hybrid drivetrains to determine appropriate service procedures I can evaluate transmission fluid condition to diagnose internal wear and potential component failures I can perform professional transmission service including fluid and filter replacement, pan inspection, and valve linkage adjustments

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When a vehicle vibrates under load, how does a technician determine whether the cause is hydraulic, mechanical, or structural?

Learning Activities: ● The "Powerflow" Mapping Challenge: To visualize how torque is multiplied and engine speed is optimized through complex gear reduction and multiplication within a transaxle. Students wil diagram the Fluid path within the transmission. ● The Transmission Fluid Diagnostic Lab: Students analyze fluid samples from multiple transmission conditions (normal, overheated, contaminated, clutch-worn) and document findings using professional diagnostic language, directly scaffolding the summative fluid health audit ● The CVT Architecture Comparison: A structured investigation of how CVT pulleys and belts achieve continuous ratio variation compared to conventional planetary gear sets, addressing the CVT knowledge and learning target gaps Second Topic: Driveline

Estimated # of Lessons: 6-7

Learning Targets: ● I can inspect and service critical driveline components including clutches, half-shafts, universal joints, CV joints, and differential assemblies ● I can diagnose common malfunctions in four-wheel drive and all-wheel drive systems including transfer case operation and hub engagement

Essential Questions: ● What can transmission fluid condition reveal about drivetrain health and potential failures? ● How do gear ratios and tire size affect vehicle performance, fuel economy, and drivetrain stress?

Learning Activities: ● The CV & Universal Joint Integrity Audit: To develop the technical precision required to identify minor mechanical wear in high-torque components before they lead to catastrophic structural failure. ● Differential Dynamics Workshop:To investigate how different axle configurations manage wheel

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speed during cornering and the professional service protocols required for varied drive systems (4WD vs. AWD).

The Clutch System Analysis: Students measure clutch pedal free play, inspect disc wear indicators, and assess pressure plate condition, addressing AUTO.09.08 and the clutch knowledge gap The Four-Wheel Drive Engagement Lab: Students operate transfer case shift positions, verify hub engagement, and diagnose common engagement failures, addressing the transfer case learning target that currently has no instructional home The Driveline Vibration Diagnostic: Students apply a systematic process of elimination to diagnose vibration complaints across CV joints, universal joints, wheel balance, and driveshaft angle, directly mirroring the summative scenario

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Advanced Automotive Engineering Unit 4

Course Name: Adv. Automotive Engineering Unit 4 Title: Heating, Ventilation, and Air Conditioning

Est. # of Lessons: 10-12

Unit Overview: With drivetrain systems now in our toolkit, we turn to the complex climate control systems that manage heat throughout the vehicle. We investigate the laws of thermodynamics and refrigerant cycle principles, progressing from foundational theory to high-level diagnostics of air conditioning, heating, and engine cooling systems. By developing proficiency in professional leak detection and component repair, we build the technical skills required to maintain passenger comfort and ensure critical thermal management for modern vehicle architectures.

STAGE 1: DESIRED RESULTS Established Goals ● ● ● ●

AUTO.01.03: Demonstrate and explain knowledge of environmental conservation and hazardous materials.

AUTO.05.02: Maintain, diagnose, service, and repair lubrication and cooling systems.

AUTO.06: Students demonstrate the function, principles, and operation of electrical and electronic systems.

AUTO.10: Determine general inspection and maintenance procedures for heating, ventilation, and air conditioning systems.

Transfer Goals ●

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Understandings ●

HVAC systems rely on precisely managed refrigerant cycles and heat transfer to maintain both vehicle and passenger temperatures.

Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to modern industry standards (VOG: Self-Directed Learners); Become fluent in the tools and techniques to achieve an expected level of precision based on modern industry standards (VOG: Critical Thinkers, Self-Directed Learners); Develop a product or possible solution that addresses the problem and adheres to key task constraints (e.g., timeline, cost, restrictions, available resources, audience) (VOG: Critical Thinkers, Information Analysts, Self-Directed Learners); Work together on a common goal to break down a task in manageable pieces, generate ideas, address interpersonal and technical challenges, and follow through on task responsibilities (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Communicate effectively based on audience, purpose and task using appropriate vocabulary (VOG: Effective Communicators, Self-Directed Learners, Responsible Citizens); Essential Questions

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How do thermodynamic principles—heat transfer, pressure, and state change—explain what happens inside a climate control system?

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Environmental protection and safety regulations govern the recovery, recycling, and handling of automotive refrigerants.

Modern HVAC systems integrate refrigerant cycle mechanics, engine cooling chemistry, and electronic control modules, a fault in any one layer produces symptoms that can mask or be misattributed to the other two Automotive refrigerants are regulated substances — improper recovery, recycling, or disposal violates federal EPA regulations and carries professional and legal consequences for the technician and the shop

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Refrigerant transitions between liquid and gas states by absorbing heat during evaporation at the evaporator and releasing heat during condensation at the condenser — this latent heat exchange is the thermodynamic principle that makes air conditioning possible and the foundation for all HVAC diagnostics The pressure-temperature relationship of a refrigerant is fixed and predictable — a technician who knows the refrigerant type and measures system pressure can calculate the expected temperature at any point in the circuit and identify deviations that indicate specific component failures Manifold gauge sets measure high-side and low-side refrigerant pressures simultaneously — interpreting those readings against a pressure-temperature chart allows a technician to diagnose a restricted expansion valve, a failing compressor, an overcharge, or an undercharge without disassembling the system Superheat measures the temperature rise of refrigerant vapor above its boiling point at the evaporator outlet — correct superheat values confirm that the refrigerant is fully vaporized before reaching the compressor, preventing liquid

How do mechanical components and electronic controls depend on each other in modern HVAC systems?

What connects engine cooling system health to passenger comfort—and what fails first when the system is compromised?

Why does the professional handling of refrigerants carry legal obligations — and what does a technician risk by treating it as a routine maintenance task?

Skills (Framed as Learning Targets) ●

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I can apply thermodynamic principles— including heat transfer, pressure-temperature relationships, and refrigerant state changes— to predict and diagnose HVAC system behavior.

I can perform comprehensive service and diagnostics on engine cooling and comfort heating systems to ensure thermal efficiency.

I can demonstrate professional diagnosis and repair of refrigeration system components and their related electronic controls.

I can locate and apply specific HVAC system repair procedures using industry-standard service information.

I can identify and manage refrigerant types according to environmental regulations and safe handling procedures.

I can use a scan tool to retrieve HVAC-related DTCs, command blend door actuators, and interpret electronic control module data to diagnose climate control malfunctions

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Advanced Automotive Engineering Unit 4

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slugging damage Subcooling measures the temperature drop of liquid refrigerant below its condensing point at the condenser outlet — correct subcooling values confirm adequate refrigerant charge and condenser efficiency The vehicle heating system uses engine coolant flowing through a heater core to transfer thermal energy to cabin air — coolant temperature, flow rate, thermostat operation, and blend door position all affect heating performance and must be evaluated together when diagnosing a heating complaint Engine cooling and passenger comfort systems are thermally interdependent — a cooling system operating above normal temperature reduces air conditioning capacity by increasing high-side pressure, and a failed thermostat can produce both an overheating complaint and reduced heater output simultaneously Modern HVAC systems use electronic control modules, blend door actuators, and temperature and pressure sensors to automate climate management — faults in these components produce DTCs that can be retrieved and diagnosed using a scan tool in the same way as engine management faults Section 609 of the Clean Air Act requires technicians to use EPA-approved recovery and recycling equipment when servicing refrigerant systems — venting refrigerant to the atmosphere is a federal violation that carries fines for both the technician and the shop Different refrigerant types, including R134a and R-1234yf, are not interchangeable and require dedicated recovery equipment, specific service procedures, and compatible compressor oils — cross-contamination renders recovery equipment unusable and requires costly decontamination Electronic leak detection using refrigerant sniffers and UV dye allows a technician to

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locate refrigerant leaks without depressurizing the system — documenting leak location and size is required before refrigerant recovery to ensure the repair addresses the root cause rather than just recharging a leaking system Blend door actuators control the ratio of heated to cooled air delivered to the cabin, a failed actuator produces a climate control complaint that presents as a refrigerant or heating system fault and can only be correctly diagnosed by commanding the actuator through a scan tool and verifying physical response EPA Section 609 certification is a federal requirement for any technician who purchases or uses refrigerant recovery equipment.

Certification requires passing an approved test demonstrating knowledge of refrigerant types, recovery procedures, and environmental regulations.

Operating without certification or venting refrigerant to atmosphere carries fines for both the technician and the shop.

Key Vocabulary: refrigerant cycle, heat transfer, evaporator, condenser, thermal expansion valve, receiver-drier, latent heat, pascal’s law, dtc, freeze frame, multi-meter, service interval.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment The "Climate Control & Thermal Management" Audit: A vehicle is brought in with a "poor cooling" complaint and an engine that is running "borderline hot" during idle. As the specialist, you must determine if the fault lies within the refrigerant cycle, the engine cooling system, or the electronic control head. ● Thermodynamic Performance Test: Use a manifold gauge set to measure high- and low-side pressures. You must interpret

Formative Assessment ●

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1:1 Pressure-Temperature Coaching: During a live AC charge, the instructor asks: "Based on the ambient temperature, what should our high-side pressure be, and what does it tell us if it’s twenty pounds over?"

The "Leak Detection" Mystery Lab: A practical check where students use electronic sniffers or UV dye to find "hidden" leaks in a staged HVAC system and document the environmental impact of the leak.

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these readings against a pressuretemperature chart for the specific refrigerant type to diagnose specific component failures like a restricted expansion valve or a failing compressor.

The Thermal Integrity Check: Perform a cooling system pressure test and a "coolant health audit" to verify that the engine's thermal management is not compromising passenger comfort.

The Technical Brief: Document your findings of a no heat condition in the passenger compartment in a professional service report.

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HVAC "Red-Line" Lab: A quick check where students must identify three "staged" malfunctions (e.g., a clogged cabin filter, a disconnected blend-door actuator, or a contaminated condenser).

Pressure-Temperature Chart Interpretation: students are given a set of manifold gauge readings and must use a PT chart to identify the refrigerant type and determine whether the system is correctly charged, overcharged, or undercharged Electronic HVAC Control Diagnosis: students use a scan tool to retrieve blend door actuator codes and command actuator movement.

Heater Core Flow Test: Students measure coolant temperature differential across the heater core inlet and outlet to determine whether heating system performance is within specification.

EPA Compliance Quick-Audit: Students review a proposed HVAC service procedure and identify any steps that would violate EPA standards.

STAGE 3: LEARNING PLAN First Topic: Comfort Heating & Thermal Management

Estimated # of Lessons: 5-6

Learning Targets: ● I can apply thermodynamic principles — including heat transfer, pressuretemperature relationships, and refrigerant state changes — to predict and diagnose HVAC system behavior ● I can perform comprehensive service and diagnostics on engine cooling and comfort heating systems to ensure thermal efficiency ● I can locate and apply specific HVAC system repair procedures using industrystandard service information

Essential Questions: ● What connects engine cooling system health to passenger comfort — and what fails first when the system is compromised? ● How do thermodynamic principles — heat transfer, pressure, and state change — explain what happens inside a climate control system?

Learning Activities: ● Coolant Audit- Students test coolant pH, glycol concentration, and contamination level to

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Advanced Automotive Engineering Unit 4

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determine cooling system health and service requirements Heater Core Flow & Blend Door Investigation: Students diagnose a heating performance complaint by measuring coolant flow through the heater core and commanding blend door actuator movement, bridging the mechanical and electronic dimensions of the heating system Thermal Management Systems Map: Students diagram the complete thermal management architecture of a vehicle, tracing heat flow from combustion through cooling, heating, and HVAC systems

Second Topic: Refrigeration & Air Conditioning Diagnostics

Estimated # of Lessons: 5-6

Learning Targets: Essential Questions: ● I can demonstrate professional diagnosis ● How do mechanical components and and repair of refrigeration system electronic controls depend on each other in components and their related electronic modern HVAC systems? controls ● Why does the professional handling of ● I can identify and manage refrigerant types refrigerants carry legal obligations — and according to environmental regulations and what does a technician risk by treating it as a safe handling procedures routine maintenance task? ● I can use a scan tool to retrieve HVAC● Why does the professional handling of related DTCs, command blend door refrigerants carry legal obligations — and actuators, and interpret electronic control what does a technician risk by treating it as a module data to diagnose climate control routine maintenance task? malfunctions Learning Activities: ● The Refrigerant Identification & Pressure-Temperature Lab: Students identify refrigerant type using recovery equipment and interpret manifold gauge readings against a PT chart to determine system charge status, directly scaffolding the summative thermodynamic performance test ● The Electronic Climate Control Diagnostic: Students use a scan tool to retrieve HVAC DTCs, command actuators, and interpret sensor data to diagnose a climate control complaint. ● The Component Failure Simulation: Students diagnose engines with intentionally staged HVAC faults using gauges and systematic elimination. ● The Superheat & Subcooling Measurement Lab: Students use manifold gauge readings and temperature clamps at the evaporator outlet and condenser outlet to calculate superheat and subcooling values, comparing results against manufacturer specifications. Students must determine whether readings indicate correct charge, liquid slugging risk, or condenser inefficiency — and document findings in a professional service note. ● EPA Standard: Students complete a structured review of EPA requirements using an approved study guide, followed by a practice certification exam. Passing the practice assessment serves as a credential readiness checkpoint before the summative.

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