Drafting/Computer Aided Design Levels II, III, IV Grades 10-12 · Bloomfield Public Schools . Bloomfield, New Jersey 07003 . Curriculum Guide . Drafting/Computer Aided Design . Levels

Bloomfield Public Schools

Bloomfield, New Jersey 07003

Curriculum Guide

Drafting/Computer Aided Design Levels II, III, IV Grades 10-12

Prepared by:

Joanne Decker, Director of Technology Leo Inglima, BHS Technology Education Teacher

Jason Bing, Superintendent of Schools

Katherine Martinez, Director of Instruction and Testing, PK-12

Board Approved: September 25, 2012

ADVANCED LEVELS OF DRAFTING/COMPUTER AIDED DESIGN

Drafting/Computer Aided Design is a constantly evolving field which affects the way everyday products are designed, prototyped, and manufactured. The prerequisite for Advanced Drafting/Computer Aided Design is the Level 1 course where students become proficient with various CAD functions, terminology, and career opportunities in related fields. Each participant will continue to demonstrate the safe operation of tools, computer equipment, and plotters in their quest to design and analyze solutions to real-world problems within time constraints. Students will create computer-generated single view, orthographic, isometric, and three-dimensional drawings in preparation for advanced high school and post-secondary education programs and/or industry. Each level is a one year, five-credit course designed for students who may be considering post-secondary training in related areas. The course is focused on the advanced principals, concepts and the use of graphic tools used in the field of architecture, structural systems and construction trades. This program will provide an understanding of construction methods and basic drawing fundamentals. The students will prepare working drawings including the creation of floor plans, foundation plans, basic roof plans, wall sections and elevation drawings using traditional, as well as computer-assisted design (CAD) methods. The students learn by developing residential plans and constructing models/prototypes. This course will increase the students’ awareness of construction and design. Students will be able to communicate architectural ideas in an understandable, efficient, and accurate manner. The classroom being used for this course is evolving into a fully functioning CAD lab. The latest version of software has been installed on 20 new pc’s that were put in place specifically to support the CAD software being used in the program. While the goals established are relevant to any Drafting or Computer Aided Design curriculum, the computer program being used in the course are Pro-Desktop; Chief Architect and AutoCAD. The lab also has a Smartboard; plotter and printers for student use.

Relevant Standards1

Enduring Understandings

Essential Questions

Assessments Diagnostic

(before) Formative (during)

Summative (after)

9.1.12.F.1 9.3.12.C.1,2,5,6, 11-13 9.4.12.O.38-45

Self-management is a key to maximizing efficiency and preventing accidents.

• What are some organizational skills? • How are organizational skills beneficial to an

employee/employer relationship? • Why is time management important? • Why are safety precautions important in the workplace?

Do Now

Ice

Breaker

Pretest

Student Survey

Oral Questions/ Discussion

Anticipatory Set Questions

Quizzes

Chapter Test

Written Assignments

Oral Presentations

Observations

Participatory Rubrics

Role Play

Interview

s Journals

Research Assignments

Portfolios

Self and Peer Assessment

Performance Assessment

Mid Terms

Final Exam

Projects

Based Learning – Rubric Assessment

9.1.12.C.1-6; D.1-3; E.5; F.1 9.3.12.C.14-24 9.4.12.O.1,13-18, 22,29-33,36,46- 51,67,68

Working with other people is an important skill for life and the workplace.

• What characteristics are essential to a functional team? • What are the benefits of working in a team environment as

opposed to individually? • How do inappropriate behaviors and characteristics affect productivity?

8.1.A.12.1 8.1.12.F.2 9.4.12.O.58; O(1).9-10

Knowing how to create, save, retrieve, and produce electronic work is essential in the work place.

• How is work done on a computer created and stored? • What is the benefit of a computer network? • What is the purpose of various file types?

8.2.12.B.1-3; C. 1-3; D.1; E.1 9.4.12.0(1).11-12

The design/engineering process is a series of steps taken in order to create a product or

• What are the components of the design/engineering process? • How is the design/engineering process carried out, and what

are the steps? • How is a final product affected by the design/engineering process?

8.1.12.A.2 8.2.12.F.3 9.4.12.O(1).2,5,8 -12

Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of

k

• How do sketches play a role in creating a solid model? • How does a CAD program help you create a design? • What part of the CAD editing program helps you create the changes? • How can one navigate through the various options of a CAD program?

9.4.12.B.6, 18, 24, 8.1.12.C.1, F.2; 8.2.12.G.1,

Innovation in digital tools and products are utilized to aid and simplify work.

• What is the difference between using your hand to drawn design as opposed to a computer?

• What is the difference between using your hand to alter a design as opposed to altering it digitally?

• Who is known as a major contributor in CAD? • What are the benefits of digital CAD technology in product development?

Relevant Standards1

Enduring Understandings

Essential Questions

Assessments Diagnostic

(before) Formative (during)

Summative (after)

8.2.12.F.1, 3, 9.4.12.B(1).9, 75, 5.1.12.B.2

CAD requires knowledge of proper technique.

• What are the basic CAD terminologies for creating models? • What are some of the key features that should be understood

when designing a product? • Why is it important to follow proper procedure in creating a model? • How does proper dimensioning affect a product? • How do various parts come together to form sub assemblies? • What are the key features in renderings? • Why is it important to know various file types?

Do Now

Pretest

Student Survey

Oral Questions/ Discussion

Anticipatory Set Questions

Journals

Quizzes

Chapter

Test

Observation

s

Participatory Rubrics

Interviews

Written Assignments

Oral Presentations

Research Assignments

Portfolios

Projects Based Learning – Rubric Assessment

Self and Peer Assessment

Performance Assessmen

t Mid

Terms

Final

Exam

9.4.12.B(1).1, 2, 15; 9.1.12.D.3, 8.1.12.C.1, 8.2.12.B.1, 2

CAD programs allow products to be presented to clients prior to production.

• Why are presentations important? • How is a product presentation conducted? • What are some ways in which CAD models can be presented to clients? Wh i lid d l d i i ? 9.4.12.B(1).1, 9,

5.1.12.B.2, 8.2.12.A.1, B.1, 2

CAD programs are fundamental to the development of technological products.

• How has the timeline of product development been affected by CAD technologies?

• What is the difference between CAD and CAM? • Why is it important to know how to use CAD CAM Software together? • How is rapid prototyping used in the development of a product?

9.4.12.B(1).7, 54- 58, C.55, 9.1.8.E.4, 8.1.12.D.2

Use of various designs and information adheres to legal and ethical laws.

• What are the consequences of copying and pasting other peoples work without permission?

• What ethical guidelines need to be followed when producing ideas and designs?

• Why are patents important in the development of technological products and systems?

Unit Title

Unit Understandings and Goals

Unit 1: Teamwork, Self Management, and Health & Safety

Self-management is a key to maximizing efficiency and preventing accidents. Working with other people is an important skill for life and the workplace. • Students will be able to identify and implement proper safety in a work environment. • Students will also understand the importance of collaboration and effective teamwork skills.

Unit 2: Introduction to

Design

The design/engineering process is a series of steps taken in order to create a product or solve a problem. Innovation in digital tools and products are utilized to aid and simplify work. CAD programs are fundamental to the development of technological products. Use of various designs and information adheres to legal and ethical laws. • Students will be able to demonstrate an understanding of the design/engineering process and put it into

practice. • Students will be able to identify basic technical drawings and describe e their importance to the

design/engineering process. • Students will be able to identify the impact and use of computer technology in

product development. Unit 3: Sketching and

Drawing The design process is a series of steps taken in order to create a product or solve a problem. Innovation in digital tools and products are utilized to aid and simplify work. CAD requires knowledge of proper technique. • Students will be able to demonstrate an understanding of various sketching techniques as well as drawing types. • Students will develop an appreciation for the use of computers in drafting and design work. • Students will be able to identify the early influences in CAD technology.

Unit 4: CAD - History and Introduction

Knowing how to create, save, retrieve, and produce electronic work is essential in the work place. Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. Innovation in digital tools and products are utilized to aid and simplify work. • Students will understand the historical background that lead to the innovation of CAD and how it was first used. • Student will be able to identify the various menus, toolbars, windows, and work areas of the CAD program. • Students will also understand how to create specific file types, save file, and format preferences.

Unit 5: Creating a Simple Model.

Knowing how to create, save, retrieve, and produce electronic work is essential in the work place. The design process is a series of steps taken in order to create a product or solve a problem. Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. Innovation in digital tools and products are utilized to aid and simplify work. • Students will understand the need to have a valid sketch prior to creating a solid. • Students will understand the concept of parametric modeling and shape before size. • Students will understand the importance of selecting the appropriate drawing plane. • Students will understand the primary extrude feature. Students will be able to troubleshoot common errors.

Unit 6: Dimensions and Constraints

Innovation in digital tools and products are utilized to aid and simplify work. Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. CAD requires knowledge of proper technique. • Students will describe the importance of dimensioning and tolerances • Students will understand the interaction between sketching dimensions and the resulting solid mode, as well as

geometric and parametric relationships.

Unit 7: Engineering Drawing

Knowing how to create, save, retrieve, and produce electronic work is essential in the work place. Innovation in digital tools and products are utilized to aid and simplify work. Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. CAD requires knowledge of proper technique. CAD programs allow products to be presented to clients prior to production. • Students will be producing engineering drawings based on 3D models and parts. St d t ill b bl t id tif d i t l d th i i di id l t

Unit 8: Drawing Output

Knowing how to create, save, retrieve, and produce electronic work is essential in the workplace. Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. • Students will understand how to format their drawings and models for out put to an assortment of printers and plotters.

Unit 9: Patterns and Copies

Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. • Students will be able to duplicate and mirror visual objects within their design to create patterns and several instances of the same shape.

Unit 10: Revolve Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. • Students will be able to understand the relationship between a profile and the axis it is rotated about using revolve or a similar feature.

Unit 11: Sweep/Loft Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. • Students will be able to project a profile along a given path to create a new solid object that may be of an irregular shape.

Unit 12: Rendering CAD programs allow products to be presented to clients prior to production. • Students will be able to apply materials and textures to a designed product to give it a realistic appearance for presentation.

Unit 13: Assemblies Innovation in digital tools and products are utilized to aid and simplify work. The design process is a series of steps taken in order to create a product or solve a problem. • Students will be able to take multiple designed components and join them together within the program to make a complete final product.

Unit 14: Rapid Prototyping

Innovation in digital tools and products are utilized to aid and simplify work. CAD Programs are fundamental to the development of technological products. The design process is a series of steps taken in order to create a product or solve a problem. • Students will be able to create a design and then use a rapid prototyping method to create a tangible 3D model.

Unit 15: Careers and Professionalism

Working with other people is an important skill for life and the workplace. CAD programs allow products to be presented to clients prior to production. • Students will be able to create a final product using CAD/CAM software to quickly create a prototype of their ideas for presentation.

GOALS and Behavioral Objectives Goal 1: Safety Awareness in Drafting and Arch. Studio.

Objective (SWBAT)

Suggested Activity

Resources and Instructional Strategies

Assessment (of the objective)

1a. List safety rules for the design studio and equipment found there. 1b. Locate dangerous areas or part of equipment in lab and any emergency switch. 1c. Explain the need for safe conduct in class. 1d. Demonstrate safe use of tools, equipment, and behavior. 1e. Apply safety rules to working environment.

1a. Read and discuss brochures & handouts related to safety rules. 1b. Conduct an interactive lecture and demos in studio. 1c. Write a well organized theme on safety. 1d. Demo safe operations of tools and equipment. 1e. Students will follow criteria guidelines for acceptable levels of performance.

1a. Underwriters Laboratories Insurance Company’s Pamphlets Textbook – Drafting, Architecture and Design – Glencoe McGraw Hill Current events 1b. Equipment manuals Design Studio Layout 1c. Teacher prepared information sheets and criteria. 1d. Equipment manuals and video. 1e. Guest speakers: -Builders -Architects -Text resources

1a. Student will achieve a minimum of 85% on

written tests or quizzes.

1b. Complete design studio layout.

1c. Complete writing exercise; evaluation for

thoroughness.

1d. Proper student conduct in design studio.

1e. Teacher observation of student practical

performance.

Goal 2: Review the basic concepts of Drafting, Architecture & CAD 1.

Objective (SWBAT)

Suggested Activity



2a. Demonstrate layout techniques for a title block by developing a sample design. 2b. Explain how designs are developed and refined. 2c. Locate the proper placement of a title block on a technical drawing. 2d. Construct a rough copy of the logo design which will be incorporated in the assigned title book. 2e. Apply the sketching techniques to other areas of drafting.

2a. Practice of layout techniques found in textbook activities; practical lab experience. 2b. Short writing exercise related to topics found in reading assignments. 2c. Given technical worksheets students will identify proper placement of a title block. 2d. Create 2 logos; discuss with teacher to select one to be used for design; create design. 2e. Textbook exercises used for practice.

2a. Textbook: Architecture, Drafting and Design, Glencoe McGraw Hill *Samples of previous student work. 2b. Teacher developed handouts. -Articles – Graphic Standards Professional magazines Graphic arts magazines -Classroom reference books 2c. Teacher developed information sheets. 2d. Individual work; conference with teacher. -Classroom Reference materials -Current events 2e. Textbook -Periodicals

2a. Rating on teacher designed performance

assignment.

2b. Complete writing exercise demonstrating

vocabulary mastery.

2c. Observation of student practice.

2d. Completed rough copy of logo design.

2e. Observation of student practical exercises.

Goal 3: Skillfully use drafting tools and equipment to improve speed and accuracy.

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies


3a. Measure and prepare drawings with different scales. 3b. Draw with drafting instruments. 3c. Select and use appropriate types of paper and other drafting supplies. 3d. Use timesaving devices. 3e. Apply the appropriate terms to drafting scales and instruments.

3a. Draw 4 lines using a scale of ¼”; a scale of 1/8”; etc. 3b. Draw walls using a T-square and triangle, parallel slide and triangle or drawing machine using a scale of ¼”. 3c. Practice drawing lines using all pencil grades on vellum and paper. -Compare/contrast exercise -Measure a book, desk, car and room using a metric scale. Record results and compare to customary measurements. 3d. Draw a typical example of a technical drawing which can be reproduced by one of the four (4) main reproduction methods and common tools. 3e. List the scales used in drawing plans of a residence to be designed. Explain “why” in relation to the size of the paper being used.

3a. Text, Chapter 3 3b. Classroom drafting instruments. 3c. Handout of “Degrees of Hardness of Pencil Leads and Matching Line Heights” and “Standard Paper Sizes for Drawing S.” -Vellum papers -Grid papers -Technical pens/pencils 3d. Assignment handout “Design a Residence”. 3e. Classroom templates, overlays, tapes, stamps, underlays, squared paper, and furnishing plates.

3a. Performance rating on related textbook activities.

3b. Performance rating on related teacher designed

activities.

3c. Performance rating on related teacher designed

activities.

3d. Completed technical drawing of student designed

residence according to specification given in handout.

3e. Student narrative on scale selection grades

according to content, thoroughness, and accuracy.

Goal 4: Apply Computer Aided Drawing and Design (CAD).

Objective (SWBAT)

Suggested Activity


Strategies


4a. Describe the hardware component of CAD work status. 4b. Identify the main types of CAD systems. 4c. Create text appropriate for architectural drawing using CAD. 4d. Using the Vectorworks CAD system, practice the commands for producing different scaled drawings.

4a. Label and fill in the hardware components on student generated diagram. 4b. Listen to guest speakers and summarize presentation. 4c. Practice various fonts and styles and sizes of lettering. 4d. Practice assignments related to a variety of scaled drawings done on the computer.

4a. Teacher lectures and handouts: -Current events 4b. Vendor guest speaker: -Vector works -Auto CAD -Draftsperson 4c. Software manuals 4d. Vectorworks software. Hands on demonstration using the overhead projection system.

4a. Labeled CAD diagram.

4b. Complete questionnaire speaker summary form.

4c. Submitted CAD lettering practice exercises.

4d. Teacher observation of student practice.

Goal 5: Lay out the proper views for a working drawing.

Objective (SWBAT)

Suggested Activity


Strategies


5a. Draw a complete floor plan using the scale ¼” = 1’0”. 5b. Dimension an original scaled floor plan. 5c. Draw and dimension the floor plan of the student’s current home.

5a. Students prepare their own design sketch and draw the floor plan. 5b. Students to select a previously designed floor plan to dimension. Include size and position of all exterior walls, interior partitions, fireplaces, doors, windows, stairs, built-ins, appliances, cabinets, connecting walks, patios, lanais, or decks. Wall & surface construction material to be shown. 5c. Students will draw and dimension their own residence including all items listed in 5b.

5a. Textbook: Chapter on “Basic Architectural Drawings” 5b. Textbook: Chapter on “Basic Architectural Drawings” -Current events AIA (American Institute of Architects) 5c. Teacher handout of “Drawing and Dimensioning your Home”.

5a. Complete floor plan using the scale ¼” = 1’0”.

5b. Completed floor plan with accurate dimensions.

5c. Completed floor plan and views of student

residence to be used for working drawings.

Goal 6: Further explore the potential for CAD design.

Objective (SWBAT)

Suggested Activity


Strategies


6a. Use the computer to prepare architectural drawings. 6b. Dimension the floor plan from objective 5b using the CAD system. 6c. Dimension floor plan of student’s home using the CAD system.

6a. Create CAD elevation drawings from a floor plan developed in objective 5a. 6b. Students to work individually to create CAD drawings from an original floor plan. 6c. Taking the completed floor plan from objective 5c, students will input appropriate data using the CAD software.

6a. Teacher designed handouts. Vectorworks Software Manual Teacher consultation 6b. Vectorworks software Manual Teacher guidance 6c. Vectorworks software Manual Teacher guidance

6a. Completed CAD drawing using teacher developed

criteria.

6b. Correct CAD scaling of original floor plan.

6c. Correct CAD scaling of student’s home.

Goal 7: Comprehend the three basic types of pictorial projection.

Objective (SWBAT)

Suggested Activity


Strategies


7a. Differentiate between isometric, oblique, ad perspective drawings. 7b. Use geometric principles involved in projecting lines to create 3D images on CAD system. 7c. Apply principles of perspective drawing to create interior and exterior pictorial drawings.

7a. Short writing exercise related to how these drawings are created and the angles projected. 7b. Using Vectorworks CAD system complete 8 exercises from “Pictorial Drawings” chapter. 7c. Construct a one-point, two-point, and three-point perspective drawing. Locate vanishing points. -Draw a one-point and a two-point perspective of your own home. -Sketch a three-point perspective of the tallest building in your community. -Prepare a one-point interior perspective of your own room. -Draw a two-point perspective of a building of your own design.

7a. Textbook chapter on “Pictorial Drawings.” 7b. “Textbook chapter on “Pictorial Drawings” Teacher assistance 7c. Teacher assigned technical drawings. Examples of: -Streetscapes -Interiors -Beach houses -Skyscrapers -Etc.

7a. Clarity of written assignments completed in

allotted time.

7b. Completed CAD drawing.

7c. Complete assigned drawings according to teacher

guidelines and with accuracy and precision.

Goal 8: Use advanced model making skills.

Objective (SWBAT)

Suggested Activity



8a. Describe architectural models made for design study purposes. 8b. Identify the differences between presentation and design study models. 8c. Explain what input is needed to create a computer model. 8d. Construct an architectural model.

8a. Writing exercise describing the four types of design study models and their functions. 8b. In large group format share the responses from the activity in 8a and list the features of a presentation model on the board. 8c. Using a basic model of a house in Chapter 1, complete a computer model and write an essay to describe the process. 8d. Construct a model for: -A house illustrated in textbook -A house of your own design.

8a. Textbook chapter on “Architectural Models” -Current events 8b. Class discussion, board or easel use. 8c. Textbook activities – Chapter 1 and “Architectural Models” chapter. 8d. Teacher consultation Classroom textbook Resources

8a. Clarity of written responses.

8b. Teacher observation of student participation in

class discussion.

8c. Accurate computer model of house found in

Chapter 1 with written explanation of model

construction.

8d. Precise models for each assigned activity.

Goal 9: Develop an individual career plan.

Objective (SWBAT)

Suggested Activity



10a. Name and describe educational and training programs available to prepare for a career in architecture and related fields. 10b. List educational requirements for specific careers in architectural design, engineering design, and construction. 10c. Identify a real person in various careers in architecture and related fields and interview same. 10d. Prepare their personal career plan.

10a. Bloomfield guidance counselor to speak to students about preparing for a career, including the schools that have architecture programs. 10b. Visit the BHS media center for a presentation and to search web sites for career information. 10c. Students to survey friends and family in order to identify people in architectural related fields -Interview identified individual -Complete a questionnaire 10d. Career plan worksheets done in class.

10a. BHS guidance counselor(s) presentation. 10b. BHS Media Center specialist NJPIN AIA, etc. 10c. Student’s family and friends. 10d. Teacher developed handouts.

10a. List of a minimum of five training programs.

10b. “Presenter Summary Form” and sample pages of

searched web sites.

10c. Completed interview questionnaire turned in by

deadline date.

10d. Completed “Personal Career Plan”.

Goal 10: Extend skills needed for Interior Perspective Drawings.

Objective (SWBAT)

Suggested Activity


Strategies


11a. Demonstrate a knowledge of a basic classroom design. 11b. Prepare a floor plan of the existing drafting facility. 11c. Use their floor plan of the drafting space in order to redesign it for improved functionality, aesthetics and/or safety.

11a. List three major characteristics of the drafting classroom. 11b. Survey existing facility. -Question and Answer – student to teacher for completing floor plans. -Locate traffic patterns -Prepare floor plan 11c. Keeping current furniture and equipment, students will reconfigure the classroom preparing a complete set of drawings both pencil and CAD within the desired time frame. -A competition will be held among the Drafting, Architecture, CAD students to come up with the most inventive design. Designs will be displayed and students will vote. The winning design will determine how the room will be arranged for the remainder of the school year.

11a. Architecture teacher -Guest speaker: Architect from MRM Architectural firm -“Presenter Summary Form” 11b. Architecture teacher and custodial staff. 11c. Teacher and any professional that the student might question in order to exchange ideas.

11a. List of three major characteristics and a completed

“Presenter Summary Form”.

11b. Floor plan of existing space done accurately and neatly.

11c. Periodic checks on progress, observation of original

work done in class, final winner of competition among all

classes.

Goal 12: Explore famous architecture, architects and buildings here and abroad.

Objective (SWBAT)

Suggested Activity


Strategies


12a. Identify historically significant buildings and architecture found in the United States and abroad. -Pantheon -Leaning Tower of Piza, etc. 12b. Locate famous modern buildings and architecture geographically and share pictures with class. -Sears Tower -Empire State Building, etc. 12c. Research two famous architects – one American and one non-American.

12a. Students will collect pictures from magazines and on-line and create a collage of 5 found in the United States and another 5 found outside the U.S. 12b. Swap and share pictures significant, modern buildings and architecture and discuss what makes them unique. 12c. Prepare a report comparing the likes of two famous architects – one from the United States and one from outside the United States.

12a. BHS Media Center Public Library Internet sources Periodicals 12b. Class discussion Recording of unique features on board or easel. BHS Media Center Newspapers Internet 12c. BHS Media Center Internet sources Periodicals

12a. Two attractive collages artistically arranged.

12b. Student participation in classroom discussion.

12c. Submission of a written report meeting teacher criteria.

Goal 13: Create an original design for a fictitious client.

Objective (SWBAT)

Suggested Activity



13a. Determine the needs of a fictitious client. 13b. Design a cabana for a client and include: -Site Development and plan – street to beach -Series of six completed drawings. 13c. Develop a 3D model of the designed cabana bath in miniature and computer image.

13a. Given a teacher prepared scenario of a wealthy client, students will interview the teacher to determine his/her needs and desired outcomes for a cabana on the coast. 13b. Students will work independently to design the cabana in both pencil and CAD drawings. 13c. Build an actual miniature model & computer image to illustrate to the client (layman) what their cabana will look like.

13a. Teacher Coastal Living magazine HGTV programs and web site Periodicals Technical journals 13b. Architecture teacher Client questionnaire responses 13c. Technology teachers

13a. Participation in the simulated client interview &

submission of client notes.

3b. Complete set of 6 drawings satisfying all the client’s

needs.

13c. Completed models of design in miniature & digital

image.

Goal 14: Vocabulary and concepts in post-secondary careers.

Objective (SWBAT)

Suggested Activity


Strategies


14a. Identify three personal choices of architecture related careers. 14b. Update the career plan developed in the previous school year. 14c. Write a minimum of four letters to schools of architecture requesting catalogs.

14a. Students will fill in a criteria guide describing the reasons for their three career selections. 14b. With last year’s career plan for reference, students will follow the Career Community software program to revise and finalize the document. 14c. Small group discussion on proper letter format and content. -Write 4 letters of request. -Collect catalogs and compare offerings recording findings on worksheets. -Submit sample school curriculum and determine 1st choice, 2nd choice etc. for application.

14a. BHS Media Center -COIN Community software 14b. BHS Media Center Specialist 14c. BHS guidance counselors as guest speakers.

14a. Completed resource materials from the COIN

Career Community software.

14b. Completion of a newly revised career plan

indicating latest choices.

14c. Four letters of request, physical proof of catalogs

received, & submission of school choices with criteria for

selection noted.

Goal 15: Develop a portfolio, modeled after personal career preferences.

Objective (SWBAT)

Suggested Activity



15a. Plan, organize and develop a portfolio, similar to one used in the study of art, to be used in application to a school or architecture.

15a. Working with the teacher on an individual basis, each 4th year student will prepare design samples related to their field of interest in developing a portfolio for use in applying to schools of architecture. -Portfolios will be reviewed by technology drafting teachers as well as architects in our community.

15a. Technology Department drafting teachers, community architects and post-secondary contacts.

15a. Review of completed portfolio done by teachers

and/or community architects.

Documents

Drafting/Computer Aided Design Levels II, III, IV Grades 10-12 · Bloomfield Public Schools . Bloomfield, New Jersey 07003 . Curriculum Guide . Drafting/Computer Aided Design . Levels