By Mary Ann Dunican Andrew Weber Patrick Adams. Proposal Guidelines Grade Level 6, 7, 8 th grade...
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By Mary Ann Dunican Andrew Weber Patrick Adams. Proposal Guidelines Grade Level 6, 7, 8 th grade Description of Learners The Synergistics Classroom can
Proposal Guidelines Grade Level 6, 7, 8 th grade Description of
Learners The Synergistics Classroom can range from 26 32 students
depending on the grade level. As Synergistics is an Encore/Elective
course, student-learning abilities are varied in every class
period. Ability level is spread throughout the different classes
where higher level abilities may be mixed with average and lower
level abilities. Special Education students are also mainstreamed
into various classed throughout the day.
Slide 3
Description of Learning Environment Synergistics is an
integrated technology program that is a multimedia module-based
curriculum that integrates elements of math, technology, science,
and language arts. Learning is student-directed, hands-on, and
cooperative in nature. Examples of typical modules include: Towers,
Flight Technology, Engines, Light and Lasers, Robotics, and
Weather.
Slide 4
Description of Learning Environment The classroom has an
exploratory atmosphere where students are encouraged to use prior
knowledge to enhance their practical learning skills. It is
imperative that students use their communication and teamwork
skills in order to complete daily activities and long- term
projects. All together, the learning environment is positive and it
promotes the success of all student learners at all different
learning levels.
Slide 5
Pedagogical Approach This unit reflects Jonassens approach to
learning. The activities within this unit are practical and will
have the student make real life connections to their learning
(2006). The unit has meaning and students can ultimately make use
of what they have learned and apply their learning in the real
world. Students will use a technology-based simulation as they
learn through each module. Students will use hands on materials as
well as computer-based instruction as they explore the ideas of
this unit.
Slide 6
Content Area: 6 th, 7 th, and 8 th grade Synergistics
incorporating technology, mathematics, and language arts.
Slide 7
Content Area Standards State Goal 3: Write to communicate for a
variety of purposes. B: Compose well-organized and coherent writing
for specific purposes and audiences 3.B.3a Produce documents that
convey a clear understanding and interpretation of ideas and
information and display focus, organization, elaboration and
coherence. 3.B.3b Edit and revise for word choice, organization,
consistent point of view and transitions among paragraphs using
contemporary technology and formats suitable for submission and/or
publication. State Goal 5: Use the language arts to acquire, assess
and communicate information. A: Locate, organize, and use
information from various sources to answer questions, solve
problems and communicate ideas 5.A.3b Design a project related to
contemporary issues (e.g., real-world math, career development,
community service) using multiple sources.
Slide 8
Content Area Standards STATE GOAL 7: Estimate, make and use
measurements of objects, quantities and relationships and determine
acceptable levels of accuracy. A. Measure and compare quantities
using appropriate units, instru ments and methods. 7.A.4b Apply
formulas in a wide variety of theoretical and practical real-world
measurement applications involving perimeter, area, volume, angle,
time, temperature, mass, speed, distance, density and monetary
values. B. Estimate measurements and determine acceptable levels of
accuracy. 7.B.3 Select and apply instruments including rulers and
protractors and units of measure to the degree of accuracy
required. 7.C.3a Construct a simple scale drawing for a given
situation. 7.C.4c Convert within and between measurement systems
and monetary systems using technology where appropriate.
Slide 9
NETS standards 1. Creativity and Innovation: Students
demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. 2.
Communication and Collaboration: Students use digital media and
environments to communicate and work collaboratively, including at
a distance to support individual learning and contribute to the
learning of others. 4. Critical Thinking, Problem Solving, and
Decision Making: Students use critical thinking skills to plan and
conduct research, manage projects, solve problems and make informed
decisions using appropriate digital tools and resources. 6.
Technology Operations and Concepts: Students demonstrate a sound
understanding of technology concepts, systems and operations.
Slide 10
Students at their module
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Figuring out your grade Attendance and participation = 140 Post
test = 100 Rcas = 120 Assessments = 60 At the end of each Module,
students add all of their actual points together. Then take your
actual total points and Divide it by the total possible points.
320/420=.76=76% 420 pts per module
Slide 17
Student Grade Form
Slide 18
Call Lights Use your call light to get the teachers attention
Remain in your seat until your teacher is able to come to your
workstation. (You are not the only student in the class) Continue
to work while you are waiting
Slide 19
First Assessment NAME:CLASS NUMBER#: Orientation 1.Explain
benefits and define strategies for successfully working with a
Module partner. The benefits and strategies for a successful
working module partnership are treating each other with respect,
evenly dividing the responsibilities, and sharing the
equipment.
Slide 20
2. List the steps you should follow when first entering a
Synergistic lab. The steps you should follow when first entering
the Synergistic Lab are read the message board, get your portfolio,
wait for instructions, go to the workstation, check for any missing
or broken items, wipe down the equipment, and log on.
Slide 21
3. Describe when and how safety instructions should be followed
within a Synergistic Module Students are instructed to follow all
safety instructions. Safety equipment such as safety glasses,
gloves, and aprons must be worn when instructed to do so. If
students are unsure how to operate any of the equipment in the
Module, they are instructed to turn on your call light and ask your
instructor for assistance.
Slide 22
4. Describe how the Module activity sheet is used within a
Synergistic Module. When one of the activities is completed,
students should initial the box to the right of the activity unless
it is one of the three assessed activities. The three assessed
activities will appear in bold and have an asterisk in the box
where the instructor (Mrs. Dunican) will place her initials when
she checks the assessment
Slide 23
Teacher s Day to Day Descriptions Each day is represented by a
session. One session usually takes approximately 40 minutes to
complete. At the start of each session, there is a three question
quiz called RCAs. There is a Research question, Challenge question,
and an Application Question. Students should work on them
together.
Slide 24
Day 1 SESSION 1: First day teacher will explore related careers
in the drafting field. The synergistic software is very structured.
On the first day of the lesson, introduce the students to the CAD
software and how to navigate through it. If the students follow the
verbal directions given to them through the synergistic computer,
they will be able to create a pattern for the model soapbox. If the
students print the pattern to card stock paper, it makes for a
sturdy car.
Slide 25
Example Students work of Dimensioned Car
Slide 26
Day 2 SESSION 2: Work on the alphabet of lines. Have the
students become familiar with the vocabulary words used in this
Module. Example: diameter, horizontal lines, orthographic
projection, vertical lines, drafting, and object lines. Go over the
procedures for dimensioning a drawing. This can be difficult if not
followed properly. Dimensioning starts with a single click and
finishes with a double click. Use CAD to dimension drawings and
create multiple views of the drawings.
Slide 27
Day 3 SESSION 3: Ask the students to measure the dimensions of
the geometric shapes manually with a ruler. Using the CAD software,
create a multiview drawing of the geometric shapes. Once the
students have them dimensioned, have them print them. You may need
to go over the dimensioning procedure with them.
Slide 28
Wooden block to dimension
Slide 29
Day 4 SESSION 4: Have the students continue working on the
alphabet of lines. Students need extra time to complete this. Using
the wooden wheel, have the students learn about the cutting plane
and section lines. Have the students create a cutaway drawing with
the wooden wheel cutaway. The students should print it their
finished project.
Slide 30
Day 5 SESSION 5: On the fifth day, give the students floor plan
examples. They should go over them with their parents and decide
how they want to set up their floor plans. They should draw out a
rough draft of their floor plan on a sheet of graph paper. Remind
them that they need to have at least five rooms in their floor
plan. They need to have 2 bedrooms, 1 bathroom, a kitchen and a
living room. Also, each room should be dimensioned.
Slide 31
Sample beginning floor plan
Slide 32
Day 6 SESSION 6: Each set of students will continue to work on
their floor plan. As they work on their floor plan, they should
include doors, windows, cabinets, plumbing, and electrical.
Slide 33
More detailed floor plan Students also can Do a 3d walk through
of their house. They also can choose colors of carpets.
Slide 34
Day 7 SESSION 7: On the final day, the students should be
wrapping things up. They should be putting in furniture and a roof
to their floor plan. Take some time to go over the created floor
plan with the pair of students. Quiz them on the symbols. By now,
they should be very familiar with the symbols. Discuss the flow of
their floor plan. Does it make sense?? Do they have windows and
doors?? Are their closets in each of the bedrooms?? Sometimes they
have forgotten something. Once you have agreed that they have
completed a floor plan. Have them print it. Make sure they click
Fit To Paper.
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Inside of the house
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Assessment CREATING A FLOOR PLAN The student can create and
print a floor plan for a house. ** Have your teacher see your floor
plan BEFORE printing ** The student can explain the various symbols
in a floor plan. Identify symbols for dimensions, walls, doors,
windows, cabinets and fixtures. Basically if it is on your floor
plan you should know what it is. You may want to label your floor
plan to help you. The student can evaluate the floor plan created,
indicating how it could be improved. What are some problems with
the layout of your floor plan? How can these problems be fixed? You
may also want to think about what else you could do if you had more
time. The student can demonstrate and explain how to determine the
dimensions of a room based on information from a floor plan. Circle
several examples of room dimensions on your floor plan. You should
also be able to explain how to determine the size of rooms not
dimensioned.
Slide 38
Test Name______________________Class#________ CADD POST TEST
What is the third most common view (besides the front and side
view) shown on a multiview drawing? A. bottomC. back B. Left sideD.
top 2. Which of these lines is the thickest in reference to the
alphabet of lines? A. object linesC. hidden lines B. border linesD.
center lines 3. What is the method used for developing a multiview
drawing? A. two-point perspective projectionC. oblique projection
B. isometric projectionD. orthographic projection 4. Identify the
two major types of drafting. A. architectural and engineeringC.
CADD and engineering B. architectural and CADDD. Orthogonal and
perspective 5. Which type of drawing would typically show the most
detail? A. multiview drawingC. oblique drawing B. isometric
drawingD. perspective drawing 6. What does the acronym CAD
represent? A. computer-aided disketteC. computer-aided design B.
computer-aided draftingD. computer-aided drawing 7. Which of the
following is the most basic type of a working architectural
drawing? A. floor planC. pictorial B. orthogonal projectionD.
elevation 8. Engineering drawings should follow which type of
standards? A. Geometric Dimensioning andC. American Drafting Assoc
Tolerancing B. High-Level ArchitecturalD. Computer-Aided Drafting
And Design 9. Which line type indicates surfaces exposed by cutaway
drawings? A. hiddenC. section B. cutting planeD. phantom 10.
Dimension lines are generally drawn between which type of lines? A.
phantomC. extension B. objectD. hidden