Bloomfield Public Schools Bloomfield, New Jersey 07003

Curriculum Guide

Drafting/Computer Aided 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 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 , 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/. 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 Enduring Assessments Essential Questions Diagnostic Formative Summative 1 Standards Understandings (before) (during) (after) 9.1.12.F.1 Self-management is a • What are some organizational skills? Do Now Quizzes Portfolios 9.3.12.C.1,2,5,6, key to maximizing • How are organizational skills beneficial to an 11-13 efficiency and employee/employer relationship? Ice Chapter Test Self and Peer 9.4.12.O.38-45 preventing • Why is time management important? Assessment accidents. Breaker Written • Why are safety precautions important in the workplace? Assignments Performance 9.1.12.C.1-6; Working with other • What characteristics are essential to a functional team? Pretest Assessment D.1-3; E.5; F.1 people is an important • What are the benefits of working in a team environment as Oral 9.3.12.C.14-24 skill for life and opposed to individually? Student Presentations Mid Terms 9.4.12.O.1,13-18, the workplace. • How do inappropriate behaviors and characteristics affect Survey 22,29-33,36,46- productivity? Observations Final Exam 51,67,68 Oral 8.1.A.12.1 Knowing how to create, • How is work done on a computer created and stored? Questions Participatory Projects 8.1.12.F.2 save, retrieve, and • What is the benefit of a computer network? / Rubrics 9.4.12.O.58; produce electronic • What is the purpose of various file types? Discussion Based O(1).9-10 work is essential in the Role Play Learning – work place. Anticipatory Rubric 8.2.12.B.1-3; C. The • What are the components of the design/ process? Set Questions Interview Assessmen 1-3; D.1; E.1 design/engineering • How is the design/engineering process carried out, and what t 9.4.12.0(1).11-12 process is a series of are the steps? s Journals steps taken in order to • How is a final product affected by the design/engineering process? create a product or Research 8.1.12.A.2 Profic ie ncies with • How do sketches play a role in creating a solid model? Assignments 8.2.12.F.3 various tools and menus • How does a CAD program help you create a design? 9.4.12.O(1).2,5,8 of a computer • What part of the CAD editing program helps you create the changes? -12 program will greatly • How can one navigate through the various options of a CAD assist the efficiency of program? 9.4.12.B.6, 18, Innovationk in digital • What is the difference between using your hand to drawn 24, 8.1.12.C.1, tools and products design as opposed to a computer? F.2; 8.2.12.G.1, are utilized to aid • What is the difference between using your hand to alter a and simplify work. 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 Enduring Assessments 1 Essential Questions Diagnostic Formative Summative

Standards Understandings (before) (during) (after) 8.2.12.F.1, 3, CAD requires • What are the basic CAD terminologies for creating models? Do Now Journals Portfolios 9.4.12.B(1).9, 75, knowledge of • What are some of the key features that should be understood 5.1.12.B.2 proper technique. when designing a product? Pretest Quizzes Projects • Why is it important to follow proper procedure in creating a model? Based Student Chapter Learning – • How does proper dimensioning affect a product? Survey Rubric • How do various parts come together to form sub assemblies? Test Assessment • What are the key features in renderings? Oral • Why is it important to know various file types? Questions Observation Self and Peer 9.4.12.B(1).1, 2, CAD programs allow • Why are presentations important? / Assessment 15; 9.1.12.D.3, products to be • How is a product presentation conducted? Discussion s 8.1.12.C.1, presented to clients • What are some ways in which CAD models can be presented to Performance 8.2.12.B.1, 2 prior to production. clients? Anticipatory Participatory Assessmen Set Questions Rubrics Wh i lid d l d i i ? 9.4.12.B(1).1, 9, CAD programs are • How has the timeline of product development been affected by CAD t Mid 5.1.12.B.2, fundamental to the technologies? Interviews 8.2.12.A.1, B.1, 2 development of • What is the difference between CAD and CAM? Terms technological • Why is it important to know how to use CAD CAM Software together? products. • How is rapid prototyping used in the development of a product? Written Final Assignments 9.4.12.B(1).7, 54- Use of various • What are the consequences of copying and pasting other peoples Exam 58, C.55, and information work without permission? Oral Presentations 9.1.8.E.4, adheres to legal and • What ethical guidelines need to be followed when producing 8.1.12.D.2 ethical laws. ideas and designs? • Why are patents important in the development of technological Research products and systems? Assignments

Unit Title Unit Understandings and Goals

Unit 1: Teamwork, Self Self-management is a key to maximizing efficiency and preventing accidents. Management, Working with other people is an important skill for life and the workplace. and Health • Students will be able to identify and implement proper safety in a work environment. & Safety • Students will also understand the importance of collaboration and effective teamwork skills.

Unit 2: Introduction The design/engineering process is a series of steps taken in order to create a product or solve a problem. to Innovation in digital tools and products are utilized to aid and simplify work. Design 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 The design process is a series of steps taken in order to create a product or solve a problem. Drawing 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 Knowing how to create, save, retrieve, and produce electronic work is essential in the work place. and Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. Introduction 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 Knowing how to create, save, retrieve, and produce electronic work is essential in the work place. Simple Model. 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 Innovation in digital tools and products are utilized to aid and simplify work. Constraints 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 Knowing how to create, save, retrieve, and produce electronic work is essential in the work place. Drawing 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. Unit 8: Drawing Knowing St how d tto create, ill b save, bl t retrieve, id tif and produce d ielectronic t l work d th is i essential i di id in l the workplace. t Proficiencies with various tools and Output 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 Proficiencies with various tools and menus of a computer program will greatly assist the efficiency of work. Copies • 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 Innovation in digital tools and products are utilized to aid and simplify work. CAD Programs are fundamental to the development of Prototyping 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 Working with other people is an important skill for life and the workplace. CAD programs allow products to be presented to clients prior to Professionalism production. • Students will be able to create a final product using CAD/CAM software to quickly create a 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 Assessment (of the objective) Strategies 1a. List safety rules for the 1a. Read and discuss brochures & 1a. Underwriters Laboratories 1a. Student will achieve a minimum of 85% on design studio and handouts related to safety rules. Insurance Company’s equipment found there. Pamphlets written tests or quizzes. Textbook – Drafting, Architecture and Design – Glencoe McGraw Hill

Current events

1b. Complete design studio layout. 1b. Locate dangerous 1b. Conduct an interactive lecture 1b. Equipment manuals areas or part of and demos in studio. Design Studio equipment in lab and any Layout emergency switch.

1c. Complete writing exercise; evaluation for 1c. Explain the need for 1c. Write a well organized theme 1c. Teacher prepared safe conduct in class. on safety. information sheets and criteria. thoroughness.

1d. Demonstrate safe use 1d. Demo safe operations of tools 1d. Equipment manuals and 1d. Proper student conduct in design studio. of tools, equipment, and and equipment. video. behavior. 1e. Teacher observation of student practical 1e. Apply safety rules to 1e. Students will follow criteria 1e. Guest speakers: guidelines for acceptable levels of -Builders performance. working environment. performance. -Architects -Text resources

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

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 2a. Demonstrate layout 2a. Practice of layout techniques 2a. Textbook: Architecture, 2a. Rating on teacher designed performance found in textbook activities; Drafting and Design, Glencoe techniques for a title block practical lab experience. McGraw Hill by developing a sample assignment. *Samples of previous student design. work.

2b. Short writing exercise related 2b. Teacher developed handouts. 2b. Explain how designs to topics found in reading -Articles – Graphic Standards 2b. Complete writing exercise demonstrating are developed and refined. assignments. Professional magazines

Graphic arts magazines vocabulary mastery.

-Classroom reference books

2c. Observation of student practice. 2c. Locate the proper 2c. Teacher developed 2c. Given technical worksheets information sheets. placement of a title block students will identify proper on a . placement of a title block.

2d. Completed rough copy of logo design.

2d. Construct a rough 2d. Create 2 logos; discuss with copy of the logo design teacher to select one to be used for 2d. Individual work; conference with teacher. which will be design; create design. -Classroom Reference materials incorporated in the -Current events assigned title book.

2e. Apply the sketching 2e. Textbook exercises used for 2e. Textbook practice. -Periodicals techniques to other areas 2e. Observation of student practical exercises. of drafting.

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

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 3a. Measure and prepare 3a. Draw 4 lines using a scale of 3a. Text, Chapter 3 3a. Performance rating on related textbook activities. drawings with different ¼”; a scale of 1/8”; etc. scales.

3b. Draw with drafting 3b. Draw walls using a T-square 3b. Classroom drafting and triangle, parallel slide and instruments. instruments. triangle or drawing machine using

a scale of ¼”.

3c. Select and use 3c. Practice drawing lines using all 3c. Handout of “Degrees of 3b. Performance rating on related teacher designed appropriate types of pencil grades on vellum and paper. Hardness of Pencil Leads and Matching Line Heights” and paper and other drafting -Compare/contrast exercise “Standard Paper Sizes for activities. supplies. -Measure a book, desk, car and Drawing S.” room using a metric scale. Record -Vellum papers results and compare to customary 3c. Performance rating on related teacher designed measurements. -Grid papers

-Technical pens/pencils activities.

3d. Completed technical drawing of student designed 3d. Draw a typical example of a 3d. Assignment handout “Design 3d. Use timesaving technical drawing which can be a Residence”. devices. reproduced by one of the four (4) residence according to specification given in handout. main reproduction methods and common tools.

3e. Apply the appropriate 3e. List the scales used in drawing plans of a residence to be designed. 3e. Classroom templates, terms to drafting scales overlays, tapes, stamps, and instruments. Explain “why” in relation to the underlays, squared paper, and size of the paper being used. furnishing plates.

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 Resources and Instructional Assessment (of the objective) Strategies 4a. Describe the hardware 4a. Label and fill in the hardware 4a. Teacher lectures and 4a. Labeled CAD diagram. components on student generated handouts: component of CAD work diagram. status. -Current events

4b. Complete questionnaire speaker summary form. 4b. Listen to guest speakers and 4b. Vendor guest speaker: 4b. Identify the main summarize presentation. -Vector works types of CAD systems. -Auto CAD

-Draftsperson

4c. Practice various fonts and 4c. Submitted CAD lettering practice exercises. 4c. Create text styles and sizes of lettering. 4c. Software manuals appropriate for

using CAD.

4d. Using the Vectorworks 4d. Teacher observation of student practice. 4d. Vectorworks software. CAD system, practice the 4d. Practice assignments related to a variety of scaled drawings done Hands on demonstration using commands for producing on the computer. the overhead projection system. different scaled drawings.

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

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 5a. Draw a complete floor 5a. Students prepare their own 5a. Textbook: Chapter on 5a. Complete floor plan using the scale ¼” = 1’0”. design sketch and draw the floor “Basic Architectural Drawings” plan using the scale ¼” = plan. 1’0”.

5b. Students to select a previously 5b. Dimension an original 5b. Textbook: Chapter on 5b. Completed floor plan with accurate dimensions. designed floor plan to dimension. “Basic Architectural Drawings” scaled floor plan. 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. -Current events AIA (American Institute of Architects)

5c. Completed floor plan and views of student 5c. Draw and dimension 5c. Students will draw and 5c. Teacher handout of dimension their own residence “Drawing and Dimensioning the floor plan of the your Home”. residence to be used for working drawings. student’s current home. including all items listed in 5b.

Goal 6: Further explore the potential for CAD design.

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 6a. Use the computer to 6a. Create CAD elevation 6a. Teacher designed handouts. 6a. Completed CAD drawing using teacher developed drawings from a floor plan Vectorworks Software prepare architectural developed in objective 5a. drawings. Manual criteria.

Teacher consultation

6b. Correct CAD scaling of original floor plan. 6b. Students to work individually 6b. Dimension the floor to create CAD drawings from an 6b. Vectorworks software plan from objective 5b original floor plan. Manual using the CAD system. Teacher guidance

6c. Correct CAD scaling of student’s home. 6c. Taking the completed floor 6c. Vectorworks software 6c. Dimension floor plan plan from objective 5c, students Manual of student’s home using will input appropriate data using Teacher guidance the CAD system. the CAD software.

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

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 7a. Differentiate between 7a. Short writing exercise related 7a. Textbook chapter on 7a. Clarity of written assignments completed in to how these drawings are created “Pictorial Drawings.” isometric, oblique, ad and the angles projected. perspective drawings. allotted time.

7b. Using Vectorworks CAD 7b. Use geometric 7b. “Textbook chapter on 7b. Completed CAD drawing. system complete 8 exercises from “Pictorial Drawings” principles involved in “Pictorial Drawings” chapter. Teacher assistance projecting lines to create

3D images on CAD

system.

7c. Complete assigned drawings according to teacher

7c. Apply principles of 7c. Teacher assigned technical 7c. Construct a one-point, two- drawings. guidelines and with accuracy and precision. perspective drawing to point, and three-point perspective create interior and drawing. Locate vanishing points. Examples of: exterior pictorial -Draw a one-point and a two-point -Streetscapes drawings. perspective of your own home. -Interiors -Sketch a three-point perspective -Beach of the tallest building in your -Skyscrapers community. -Etc. -Prepare a one-point interior perspective of your own room. -Draw a two-point perspective of a building of your own design.

Goal 8: Use advanced model making skills.

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 8a. Describe architectural 8a. Writing exercise describing the 8a. Textbook chapter on 8a. Clarity of written responses. four types of design study models “Architectural Models” models made for design and their functions. study purposes. -Current events

8b. Teacher observation of student participation in 8b. In large group format share 8b. Class discussion, 8b. Identify the the responses from the activity in differences between 8a and list the features of a board or easel use. class discussion. presentation and design presentation model on the board. study models.

8c. Accurate computer model of found in

8c. Explain what input is 8c. Using a basic model of a house 8c. Textbook activities – Chapter Chapter 1 with written explanation of model needed to create a in Chapter 1, complete a computer 1 and “Architectural Models” computer model. model and write an essay to chapter. construction. describe the process.

8d. Construct an . 8d. Construct a model for: 8d. Teacher consultation -A house illustrated in textbook Classroom textbook 8d. Precise models for each assigned activity. -A house of your own design. Resources

Goal 9: Develop an individual career plan.

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 10a. Name and describe 10a. Bloomfield guidance 10a. BHS guidance counselor(s) 10a. List of a minimum of five training programs. counselor to speak to students presentation. educational and training about preparing for a career, programs available to including the schools that have prepare for a career in architecture programs. architecture and related fields.

10b. List educational 10b. BHS Media Center 10b. Visit the BHS media center 10b. “Presenter Summary Form” and sample pages of requirements for specific for a presentation and to search specialist careers in architectural web sites for career information. NJPIN design, engineering AIA, etc. searched web sites. design, and construction. 10c. Completed interview questionnaire turned in by

10c. Identify a real person 10c. Student’s family and deadline date. in various careers in 10c. Students to survey friends and friends. architecture and related family in order to identify people in architectural related fields fields and interview same. -Interview identified individual -Complete a questionnaire

10d. Prepare their 10d. Teacher developed personal career plan. 10d. Career plan worksheets done handouts. in class.

10d. Completed “Personal Career Plan”.

Goal 10: Extend skills needed for Interior Perspective Drawings.

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 11a. Demonstrate a 11a. List three major 11a. Architecture teacher 11a. List of three major characteristics and a completed characteristics of the drafting -Guest speaker: Architect from knowledge of a basic classroom. classroom design. MRM Architectural firm “Presenter Summary Form”.

-“Presenter Summary Form”

11b. Prepare a floor plan 11b. Survey existing facility. 11b. Architecture teacher and -Question and Answer – student to custodial staff. of the existing drafting 11b. Floor plan of existing done accurately and neatly. teacher for completing floor plans. facility. -Locate traffic patterns

-Prepare floor plan

11c. Periodic checks on progress, observation of original

work done in class, final winner of competition among all

11c. Use their floor plan of 11c. Keeping current furniture 11c. Teacher and any and equipment, students will classes. the drafting space in order professional that the student reconfigure the classroom might question in order to to redesign it for preparing a complete set of exchange ideas. drawings both pencil and CAD improved functionality, aesthetics and/or safety. 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.

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

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 12a. Identify historically 12a. Students will collect pictures 12a. BHS Media Center 12a. Two attractive collages artistically arranged. from magazines and on-line and Public Library significant buildings and create a collage of 5 found in the architecture found in the Internet sources United States and another 5 found United States and abroad. outside the U.S. Periodicals -Pantheon -Leaning Tower of Piza, etc.

12b. Student participation in classroom discussion. 12b. Locate famous 12b. Swap and share pictures 12b. Class discussion modern buildings and significant, modern buildings and Recording of unique features on architecture architecture and discuss what board or easel. makes them unique. geographically and share BHS Media Center

pictures with class. Newspapers

-Sears Tower Internet

-Empire State Building,

etc.

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

12c. Prepare a report comparing 12c. Research two famous 12c. BHS Media Center architects – one American the likes of two famous architects – one from the United States and one Internet sources and one non-American. from outside the United States. Periodicals

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

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 13a. Determine the needs 13a. Given a teacher prepared 13a. Teacher 13a. Participation in the simulated client interview & scenario of a wealthy client, Coastal Living magazine of a fictitious client. students will interview the teacher to determine his/her needs and HGTV programs and web site submission of client notes. desired outcomes for a cabana on Periodicals the coast. Technical journals

13b. Design a cabana for a 3b. Complete set of 6 drawings satisfying all the client’s client and include: 13b. Students will work 13b. Architecture teacher -Site Development and independently to design the needs. cabana in both pencil and CAD Client questionnaire responses plan – street to beach drawings. -Series of six completed drawings.

13c. Develop a 3D model 13c. Completed models of design in miniature & digital 13c. Technology teachers of the designed cabana 13c. Build an actual miniature model & computer image to image. bath in miniature and illustrate to the client (layman) computer image. what their cabana will look like.

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

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 14a. Identify three 14a. Students will fill in a criteria 14a. BHS Media Center 14a. Completed resource materials from the COIN guide describing the reasons for -COIN Community software personal choices of their three career selections. architecture related Career Community software.

careers.

14b. Completion of a newly revised career plan

14b. With last year’s career plan 14b. Update the career 14b. BHS Media Center for reference, students will follow indicating latest choices. plan developed in the the Career Community software Specialist previous school year. program to revise and finalize the document. 14c. Four letters of request, physical proof of catalogs

14c. BHS guidance counselors as received, & submission of school choices with criteria for 14c. Write a minimum of 14c. Small group discussion on guest speakers. four letters to schools of proper letter format and content. selection noted. architecture requesting -Write 4 letters of request. catalogs. -Collect catalogs and compare offerings recording findings on worksheets. -Submit sample school curriculum and determine 1st choice, 2nd choice etc. for application.

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

Objective (SWBAT) Suggested Activity Resources and Instructional Assessment (of the objective) Strategies 15a. Working with the teacher on 15a. Technology Department 15a. Plan, organize and th 15a. Review of completed portfolio done by teachers an individual basis, each 4 year drafting teachers, community develop a portfolio, student will prepare design architects and post-secondary similar to one used in the samples related to their field of contacts. and/or community architects. study of art, to be used in interest in developing a portfolio application to a school or for use in applying to schools of architecture. architecture. -Portfolios will be reviewed by technology drafting teachers as well as architects in our community.