Central Islip Union Free School District – Official Technology Curriculum

TABLE OF CONTENTS

Acknowledgements 4 Mission Statement 5

National Education Technology Standards 5 ISTE K- 12 Benchmarks for Technology 6

New York State Education Department 9 Technology Education: Description 9 Technology Education: Defined 9 NYSED Standards in Math, Science and Technology (MST) 10

Standard 5 - Technology Education 11 Engineering Design 11 Tools, Resources and Technological Processes 13 Computer Technology 14 Technology Systems 15 History & Evolution of Technology 17 Impacts of Technology 18 Management of Technology 19

Middle School Curriculum 20 6 th GRADE SCOPE AND SEQUENCE 20 7 th GRADE SCOPE AND SEQUENCE 21 8 th GRADE SCOPE AND SEQUENCE 22

HIGH SCHOOL CURRICULUM 24 Course Offerings and Progression 24 HIGH SCHOOL COURSES 25 GOING GREEN 25 WOOD WORKING 26 CAD – Computer Aided Design 27 GOING MOBILE 30 GRAPHIC DESIGN 31 MEDIA PRODUCTION I 3 2 MEDIA PRODUCTION II 33 MEDIA PRODUCTION III 34 MEDIA PRODUCTION IV 35 DESIGN AND DRAWING FOR ENGINEERING 36

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

ARCHITECTURAL DRAWING 37 SOFTWARE AND APP DESIGN 38 IT ESSENTIALS I 39 IT ESSENTIALS II 40 PRINCIPLES OF ENGINEERING I 41 PRINCIPLES OF ENGINEERING II 43

SAMPLE SCORING RUBRICS 45 SAMPLE ENGINEERING PROJECT SCORING RUBRIC 45 SAMPLE COMPUTER APPLICATION PROJECT 46 ORAL PRESENTATION PROJECT 47 RUBRIC SCORING CONVERSTION TABLE 48

SAMPLE ASSESSMENTS 48

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Acknowledgements

I.T. CURRICULUM WIRTING TEAM Mr. Philip K. Voigt – Director of Music Education and Instructional Technology

Mr. Steven Bloom – Middle School Technology Teacher Ms. Lindsay Dolezal – High School Technology Teacher Mr. Darren Ehrhardt – High School Technology Teacher Mr. Michael Logan – Middle School Technology Teacher

CURRICULUM COUNCIL Ms. Sharon Dungee – Assistant Superintendent for Education and Administration

Ms. Jill Bothwell – Educator Dr. Franklin N. Caesar – Administrator Ms. Michelle Celenza – Educator Ms. Dafny Irizarry – Educator Ms. Brenda Jackson – Administrator Mr. Thomas Kuhn – Educator Ms. Rosa Lien – Administrator Ms. Kristine LoCascio – Administrator Ms. Sandra Mercurio – Educator Mr. Michael Romano – Educator Mr. Vincent Ruggerio – Educator Ms. Cathy Vereline – Administrator Mr. Philip K. Voigt – Administrator

CENTRAL ADMINISTRATION Dr. Craig G. Carr – Superintendent of Schools Mr. Michael Wolpert – Assistant Superintendent for Personnel Mr. Kevin Miller - Assistant Superintendent for Business Ms. Sharon Dungee - Assistant Superintendent for Education and Administration Mr. Norman Wagner – Administrator for Buildings, Grounds and Security

CENTRAL ISLIP BOARD OF EDUCATION Mr. Fred Philips – President Mr. Daniel Devine – Vice President Mr. William Softy – Member Ms. Monique McCray – Member Ms. Edna Carbajal – Member Mr. Javier Saenz De Viteri – Member Ms. Doris Dodson – Member

We would also like to acknowledge the collaborative efforts contributed by the Central Islip Building Principals Association, the Central Islip Teachers Association, the Central Islip Technology Committee, Mr. Jim Woods and the Network Outsource Tech Team, NYS State Education Department Office of Educational Design and Technology and the International Society for Technology Education (ISTE).

This Technology Curriculum was adopted by the Central Islip Board of Education on April 8, 2013 at the regularly scheduled April Meeting by a unanimous vote.

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Mission Statement The mission of the Central Islip Public Schools is to enable all students to fulfill their potentials and become responsible, contributing adults able to thrive in a culturally diverse, changing world. In partnership with the entire community, we will provide a quality, educational experience that offers equitable learning opportunities in a safe environment. We will link home, school, and community to ensure a positive, supportive education that fosters student excellence and success.

National Education Technology Standards The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology- based activities in which students achieve success in learning, communication, and life skills.

Technology Foundation Standards for Students 1. Basic operations and concepts • Students demonstrate a sound understanding of the nature and operation of technology systems. • Students are proficient in the use of technology.

2. Social, ethical, and human issues • Students understand the ethical, cultural, and societal issues related to technology. • Students practice responsible use of technology systems, information, and software. • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools • Students use technology tools to enhance learning, increase productivity, and promote creativity. • Students use productivity tools to collaborate in constructing technology- enhanced models, prepare publications, and produce other creative works

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

4. Technology communications tools • Students use telecommunications to collaborate, publish, and interact with peers, Experts, and other audiences. • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools • Students use technology to locate, evaluate, and collect information from a variety of sources. • Students use technology tools to process data and report results. • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

6. Technology problem- solving and decision- making tools • Students use technology resources for solving problems and making informed decisions. • Students employ technology in the development of strategies for solving problems in the real world. • For detailed information on NETS, visit ISTE's Website: http://cnets.iste.org

ISTE K- 12 Benchmarks for Technology National Educational Technology Competencies for Students by Grade Level

Second Grade Prior to completion of Grade 2, students will: 1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1) 2. Use a variety of media and technology resources for directed and independent learning activities. (1,3) 3. Communicate about technology using developmentally appropriate and accurate terminology. (1) 4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1) 5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2) 6. Demonstrate positive social and ethical behaviors when using technology. (2) 7. Practice responsible use of technology systems and software. (2) 8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3) 9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3,4,5,6)

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

Fifth Grade Prior to completion of Grade 5, students will: 1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1) 2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2) 3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2) 4. Use general- purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3) 5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, and scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4) 6. Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4) 7. Use telecommunications and online resources (e.g., e- mail, online discussions, Web environments) to participate in collaborative problem- solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5) 8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self- directed learning, and extended learning activities. (5,6) 9. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6) 10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)

Eighth Grade Prior to completion of Grade 8, students will: 1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1) 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2) 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2) 4. Use content- specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6) 6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6) 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum- related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5) 8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6) 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity and of practical applications to learning and problem solving. (1, 6) 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real- world problems. (2, 5, 6)

Graduation Prior to completion of Grade 12, students will: 1. Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2) 2. Make informed choices among technology systems, resources, and services. (1, 2) 3. Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2) 4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2) 5. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4) 6. Evaluate technology- based options, including distance and distributed education, for lifelong learning. (5) 7. Routinely and efficiently, use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6) 8. Select and apply technology tools for research, information analysis, problem solving, and decision- making in content learning. (4, 5) 9. Investigate and apply expert systems, intelligent agents, and simulations in real- world situations. (3, 5, 6) 10. Collaborate with peers, experts, and others to contribute to a content- related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

New York State Education Department

Technology Education: Description Technology education is an integral program of study within the New York State mathematics, science, and technology (MST) Learning Standards. Historically, the subject area of technology education evolved from the subject area called industrial arts; as a result of the “ Futuring Project,” a name change occurred in the mid 1980’s to what we now call technology education.

Although technology education programs offer students many opportunities to apply their mathematics and science skills, programs at the high school level offer additional opportunities to explore technology- related careers under the Career and Technical Education umbrella. At the intermediate level technology education is a required unit of study to be completed by the end of 8th grade.

Technology Education: Defined Commissioner’s Regulations Part 100.4 defines technology education as a program of instruction designed to assist all students in meeting State intermediate standards for technology. Technology education uses concepts of science, mathematics, social science, and language arts in a hands- on, systems- based approach to problem solving that guides students in the understanding, design, and development of systems, devices, and products to serve human needs and wants.

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

NYSED S tandards in Math, Science and Technology (MST) Standard 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies.

Standard 3: Mathematics (Approved 1996) Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real- world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Standard 3: Mathematics (Revised 2005) Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.

Standard 4: Science Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Standard 6: Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Standard 7: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real- life problems and make informed decisions.

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Standard 5 - Technology Education Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

1) Engineering Design 2) Tools, Resources and Tech Processes 3) Computer Technology 4) Technology Systems 5) History and Evolution of Technology 6) Impact of Technology 7) Management of Technology

Engineering Design Key idea: Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.

Elementary (Engineering Design) Students will: • describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved • investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members • generate ideas for possible solutions, individually and through group activity; apply age- appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices • plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools • discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better

Intermediate (Engineering Design) Students will: • identify needs and opportunities for technical solutions from an investigation of situations of general or social interest • locate and utilize a range of printed, electronic, and human information resources to obtain ideas • consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

• develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship • in a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss tradeoffs that might have to be made

Commencement (Engineering Design) Students will: • initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation • identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem • generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution • develop work schedules and plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship) • in a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means; and use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Tools, Resources and Technological Processes Key idea: Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.

Performance Indicators Elementary (Tools, Resources and Tech Processes) Students will: • explore, use, and process a variety of materials and energy sources to design and construct things • understand the importance of safety, cost, ease of use, and availability in selecting tools and resources for a specific purpose • develop basic skill in the use of hand tools • use simple manufacturing processes (e.g., assembly, multiple stages of production, quality control) to produce a product • use appropriate graphic and electronic tools and techniques to process information

Intermediate (Tools, Resources and Tech Processes) Students will: • choose and use resources for a particular purpose based upon an analysis and understanding of their properties, costs, availability, and environmental impact • use a variety of hand tools and machines to change materials into new forms through forming, separating, and combining processes, and processes which cause internal change to occur • combine manufacturing processes with other technological processes to produce, market, and distribute a product • process energy into other forms and information into more meaningful information

Commencement (Tools, Resources and Tech Processes) Students will: • test, use, and describe the attributes of a range of material (including synthetic and composite materials), information, and energy resources • select appropriate tools, instruments, and equipment and use them correctly to process materials, energy, and information • explain tradeoffs made in selecting alternative resources in terms of safety, cost, properties, availability, ease of processing, and disposability • describe and model methods (including computer- based methods) to control system processes and monitor system outputs

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Computer Technology Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

Performance Indicators Elementary (Computer Technology) Students will: • identify and describe the function of the major components of a computer system • use the computer as a tool for generating and drawing ideas • control computerized devices and systems through programming • model and simulate the design of a complex environment by giving direct commands

Intermediate (Computer Technology) Students will: • assemble a computer system including keyboard, central processing unit and disc drives, mouse, modem, printer, and monitor • use a computer system to connect to and access needed information from various Internet sites • use computer hardware and software to draw and dimension prototypical designs • use a computer as a modeling tool • use a computer system to monitor and control external events and/or systems

Commencement (Computer Technology) Students will: • understand basic computer architecture and describe the function of computer subsystems and peripheral devices • select a computer system that meets personal needs • attach a modem to a computer system and telephone line, set up and use communications software, connect to various online networks, including the Internet, and access needed information using email, telnet, gopher, ftp, and web searches • use computer- aided drawing and design (CADD) software to model realistic solutions to design problems • develop an understanding of computer programming and attain some facility in writing computer programs

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Technology Systems Key idea: Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.

Performance Indicators Elementary (Technology Systems) Students will: • identify familiar examples of technological systems that are used to satisfy human needs and wants, and select them on the basis of safety, cost, and function • assemble and operate simple technological systems, including those with interconnecting mechanisms to achieve different kinds of movement • understand that larger systems are made up of smaller component subsystems

Intermediate (Technology Systems) Students will: • select appropriate technological systems on the basis of safety, function, cost, ease of operation, and quality of post- purchase support • assemble, operate, and explain the operation of simple open- and closed- loop electrical, electronic, mechanical, and pneumatic systems • describe how subsystems and system elements (inputs, processes, outputs) interact within systems • describe how system control requires sensing information, processing it, and making changes

Commencement (Technology Systems) Students will: • explain why making tradeoffs among characteristics, such as safety, function, cost, ease of operation, quality of post- purchase support, and environmental impact, is necessary when selecting systems for specific purposes • model, explain, and analyze the performance of a feedback control system • explain how complex technological systems involve the confluence of numerous other systems

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

History & Evolution of Technology Key idea: Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base.

Performance Indicators Elementary (History & Evolution) Students will: • identify technological developments that have significantly accelerated human progress

Intermediate (History & Evolution) Students will: • describe how the evolution of technology led to the shift in society from an agricultural base to an industrial base to an information base • understand the contributions of people of different genders, races, and ethnic groups to technological development • describe how new technologies have evolved as a result of combining existing technologies (e.g., photography combined optics and chemistry; the airplane combined kite and glider technology with a light- weight gasoline engine)

Commencement (History & Evolution) Students will: • explain how technological inventions and innovations have caused global growth and interdependence, stimulated economic competitiveness, created new jobs, and made other jobs obsolete

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Impacts of Technology Key idea: Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.

Performance Indicators Elementary (Impacts of Technology) Students will: • describe how technology can have positive and negative effects on the environment and on the way people live and work

Intermediate (Impacts of Technology) Students will: • describe how outputs of a technological system can be desired, undesired, expected, or unexpected • describe through examples how modern technology reduces manufacturing and construction costs and produces more uniform products

Commencement (Impacts of Technology) Students will: • explain that although technological effects are complex and difficult to predict accurately, humans can control the development and implementation of technology. • explain how computers and automation have changed the nature of work • explain how national security is dependent upon both military and nonmilitary applications of technology

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Management of Technology Key idea: Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule, and within budget.

Performance Indicators Elementary (Management of Technology) Students will: • participate in small group projects and in structured group tasks requiring planning, financing, production, quality control, and follow- up • speculate on and model possible technological solutions that can improve the safety and quality of the school or community environment

Intermediate (Management of Technology) Students will: • manage time and financial resources in a technological project • provide examples of products that are well (and poorly) designed and made, describe their positive and negative attributes, and suggest measures that can be implemented to monitor quality during production • assume leadership responsibilities within a structured group activity

Commencement (Management of Technology) Students will: • develop and use computer- based scheduling and project tracking tools, such as flow charts and graphs • explain how statistical process control helps to assure high quality output • discuss the role technology has played in the operation of successful U.S. businesses and under what circumstance they are competitive with other countries • explain how technological inventions and innovations stimulate economic competitiveness and how, in order for an innovation to lead to commercial success, it must be translated into products and services with marketplace demand • describe new management techniques (e.g., computer- aided engineering, computer- integrated manufacturing, total quality management, just- in- time manufacturing), incorporate some of these in a technological endeavor, and explain how they have reduced the length of design- to- manufacture cycles, resulted in more flexible factories, and improved quality and customer satisfaction • help to manage a group engaged in planning, designing, implementation, and evaluation of a project to gain understanding of the management dynamics

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

Middle School Curriculum 1 Credit in Technology 6 th Grade = ¼ Credit | 7th Grade = ¼ Credit | 8th Grade = ½ Credit

6 th GRADE SCOPE AND SEQUENCE GRADE COURSE UNIT NYSED ISTE & - UNIT LENGTH STANDARDS STANDARDS TYPE - DESCRIPTION

6th 6th Grade – EXPLORING TECHNOLOGY 10 Weeks UNIT: Unit 1 – Safety | Tools/Machines and Internet Safety/Anti- 5.2,5.3,5.5. 1A,1B,1C,1D, Bullying 6th A.PS.5 2A,2B,2D,3A, DESCRIPTION: 2-3 Unit Description Sentences that provide alignment 1 WK ¼ AB A.PS.8 3B,3C,3D,4A to listed standards. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Written Unit Test UNIT: Unit 2 – History of Technology 5.5 1A,1B,1C,1D, 6th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 3 – PROJECT – Mag Lev Transportation 5.1, 5.4 1A,1B,1C,1D, 6th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 1 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B UNIT: Unit 4 – Transportation Systems 5.4, 5.5 1A,1B,1C,1D, 6th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 5 – Electricity and Circuitry 5.2, 5.4 1A,1B,1C,1D, 6th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 6 – PROJECT – Electro Magnets 5.2, 5.4 1A,1B,1C,1D, 6th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B EXTRA UNIT: Lego Robotics (Extra Optional Unit of Instruction if 5.1, 5.4 1A,1B,1C,1D, needed) 6th A.PS.5 2A,2B,2D,3A, DESCRIPTION: 2-3 Unit Description Sentences that provide alignment 1-2 WK ¼ AB A.PS.8 3B,3C,3D,4A to listed standards. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Written Unit Test 6th UNIT: FINAL EXAM

¼ AB

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

7 th GRADE SCOPE AND SEQUENCE GRADE COURSE UNIT NYSED ISTE & - UNIT LENGTH STANDARDS STANDARDS TYPE - DESCRIPTION

7th 7th Grade – INVENTIONS AND INNOVATIONS 10 Weeks UNIT: Unit 1 – Safety | Tools/Machines and Internet Safety/Anti-Bullying 5.2, 5.3, 5.5 1A,1B,1C,1D, 7th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 1 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 2 – Simple Machines, Weights, Measures 5.1, 5.2, 5.4 1A,1B,1C,1D, 7th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 3 – PROJECT – Simple Machine 2 Week Project 5.1-5.7 1A,1B,1C,1D, 7th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B UNIT: Unit 4 – iMovie 101 | The Basics 5.3 1A,1B,1C,1D, 7th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 5 – iMovie Project 5.3 1A,1B,1C,1D, 7th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 3 WK ¼ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B EXTRA UNIT: Lego Robotics (Extra Optional Unit of Instruction if 5.1, 5.3, 5.4 1A,1B,1C,1D, needed) 7th A.PS.5 2A,2B,2D,3A, DESCRIPTION: 2-3 Unit Description Sentences that provide alignment 1-2 WK ¼ AB A.PS.8 3B,3C,3D,4A to listed standards. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Written Unit Test 7th UNIT: FINAL EXAM

¼ AB

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

8 th GRADE SCOPE AND SEQUENCE GRADE COURSE UNIT NYSED ISTE & - UNIT LENGTH STANDARDS STANDARDS TYPE - DESCRIPTION

8th 8th Grade – TECHNOLOGY SYSTEMS 20 Weeks UNIT: Unit 1 – Safety | Tools/Machines and Internet Safety/Anti-Bullying 5.2, 5.3, 5.5 1A,1B,1C,1D, 8th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 1 WK ½ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 2 – Electricity and Circuitry II 5.2, 5.4 1A,1B,1C,1D, 8th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 1 WK ½ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 3 – PROJECT – Home Wiring | Create a “Box Room” 5.1, 5.2, 5.4 1A,1B,1C,1D, 8th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ½ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B UNIT: Unit 4 – Energy Systems and Alternative Energy 5.2, 5.4-5.6 1A,1B,1C,1D, 8th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ½ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 4a – Energy Systems Demonstrations (Solar, Wind, Hydro, 5.2, 5.4-5.6 1A,1B,1C,1D, Etc…) 8th A.PS.5 2A,2B,2D,3A, DESCRIPTION: 2-3 Unit Description Sentences that provide alignment 1 WK ½ AB A.PS.8 3B,3C,3D,4A to listed standards. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Hands On Demonstrations UNIT: Unit 5 – Web Design 101 5.3 1A,1B,1C,1D, 8th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ½ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 6 – Web Design Project 5.3 1A,1B,1C,1D, 8th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 1 WK ½ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

8 th GRADE SCOPE AND SEQUENCE GRADE COURSE UNIT NYSED ISTE & - UNIT LENGTH STANDARDS STANDARDS TYPE - DESCRIPTION 8th 8th Grade – TECHNOLOGY SYSTEMS 20 Weeks UNIT: Unit 7 – Intro to CAD (Google Sketch Up) 5.3 1A,1B,1C,1D, 8th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 1 WK ½ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 8 – PROJECT - CAD Dragster Plans 5.1, 5.3 1A,1B,1C,1D, 8th DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.5 2A,2B,2D,3A, 2 WK ½ AB to listed standards. A.PS.8 3B,3C,3D,4A ASSESSMENT: Written Unit Test A.CM.1 4B, 4C,5A,5B UNIT: Unit 9 – 2 PROJECTS (Class Split) PROJECT 1 – Public Service Announcement (iMovie PSA) 5.2-5.4 1A,1B,1C,1D, 8th PROJECT 2 – CO2 Dragster Building A.PS.5 2A,2B,2D,3A, 4 WK ½ AB DESCRIPTION: 2-3 Unit Description Sentences that provide alignment A.PS.8 3B,3C,3D,4A to listed standards. A.CM.1 4B, 4C,5A,5B ASSESSMENT: 2 PROJECTS EXTRA UNIT: Lego Robotics (Extra Optional Unit of Instruction if 5.1, 5.3, 5.4 1A,1B,1C,1D, needed) 8th A.PS.5 2A,2B,2D,3A, DESCRIPTION: 2-3 Unit Description Sentences that provide alignment 1-2 WK ½ AB A.PS.8 3B,3C,3D,4A to listed standards. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Written Unit Test 8th UNIT: FINAL EXAM

½ AB

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

HIGH SCHOOL CURRICULUM

Course Offerings and Progression = Arrow Shows Optional Paths | Acceptable Prerequisites

Beginner – Intermediate Advanced Level Certification & Entry Level Level Course Course Honors Level Course ½ AB | Full A/B ½ AB | Full A/B Course ½ AB | Full AB FULL

Wood Working Going Green

Media Production Media Production Media Production I II III & IV Studio Production

Apple Software Software and App Programmer Design Certification Going Mobile Graphic Design IT Essentials IT Essentials II I CompTIA

Design & Drawing Architectural Principles of CAD for Engineering Drawing Engineering

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

HIGH SCHOOL COURSES

GOING GREEN COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S):None

OVERALL COURSE DESCRIPTION: An introduction to why research in sustainable and alternative energies is so important today—namely, the threats to human and

environmental health posed by fossil fuel consumption. The Introduction to Green Technology lays the foundation for further study into more specific efforts in green technology, including alternative energy, natural resource conservation, transportation, and construction. UNIT: Going Green Fundamentals DESCRIPTION: Course description and rules of the classroom. Computer and Lab

safety. Resources and the Environment. Damaging the Environment. Fossil Fuels and 4 week 5.5 1A,3B the Greenhouse Effect. The Greenhouse Effect and Climate Change. Designing

Energy Solutions. ASSESSMENT: Test on Safety in technology classroom. UNIT: Alternative Energy 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Introduction to Energy. Energy Types and Electricity. Energy, the A.PS.5 2A,2B,2D,3A, Environment, and Hydropower. Geothermal Energy. Solar Power. Wind Energy. 4 weeks A.PS.8 3B,3C,3D,4A Nuclear Energy. Positives and negative of each. Career opportunities in each. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Labs, classwork, unit exam. UNIT: Green Transportation 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: The History of Transportation. Drilling and Refining Oil & the Internal A.PS.5 2A,2B,2D,3A, Combustion Engine. Hydrogen and Electrolysis. Hybrid Vehicles. Transmissions and 4 weeks A.PS.8 3B,3C,3D,4A Hybrid Disadvantages. Ways to Reduce Fuel Consumption Now. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Labs, classwork, unit exam. UNIT: Green Construction 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Introduction to Energy Efficiency and Green Construction. Solar A.PS.5 2A,2B,2D,3A, panels. Shading. Glazing. Thermal Mass. Insulation. Passive heating and cooling. 4 weeks A.CM.1 3B,3C,3D,4A Water conservation. A.PS.8 4B, 4C,5A,5B ASSESSMENT Labs, classwork, unit exam. UNIT: Resource Conservation 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Renewable versus non-renewable resources. Conservation in A.PS.5 2A,2B,2D,3A, 4 weeks Industry. Recycling. A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam. A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

WOOD WORKING COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S):None

OVERALL COURSE DESCRIPTION: UNIT: INTRODUCTION TO WOODWORKING DESCRIPTION: The Woodworking Industry. General Safety Practices (Common wood laboratory hazards, Personal protective equipment) 1 week 5.5 1A Bill of Material (Form used, Estimating board feet, Square feet, Linear feet, Hardware) ASSESSMENT Test and quizzes, Lab participation, Ability to handle tools and machines properly UNIT: BASIC TOOLS AND OPERATIONS DESCRIPTION: Designing and Planning (Design, Drawings, Designing, planning, and building a project) 5.1 Measuring and Cutting (Customary and metric measurement, Measuring and marking 5.2 tools, Measuring and marking stock for cutting, Hand Tools (Cutting with handsaws, 5.3 1A,1B,3A,3D 2 weeks Tools for nailing, Types and uses of hand planes, Chiseling, Hand tools for drilling and 5.5 4A,4B,5B,5C boring, Sanding and filing) 5.6 Fastening Devices (Types, sizes, and uses of nails, Types, sizes, and uses of screws, 5.7 Gluing and clamping) ASSESSMENT Test and quizzes, Lab participation, Ability to handle tools and machines properly UNIT: FINISHING 5.1 DESCRIPTION: Preparing for Finishing (Types of finishes, Preparing the wood surface) 5.2 Applying Stains and Clear Finishes (Types and application of stains, Types and 5.3 1A,1B,3A,3D 1 week application of shellac, Types and application of varnish, Cleaning and care of brushes, 5.5 4A,4B,5B,5C Applying Paints and Enamels) ASSESSMENT: Test and quizzes, Lab participation, 5.6 Ability to handle tools and machines properly 5.7 UNIT: POWER TOOLS AND MACHINES DESCRIPTION: Jig Saw (Safety, Parts, Installing blade, Cutting with a jig saw, Care and maintenance) Drill Press (Safety, Parts, Adjustments, Drilling procedures, Care and maintenance) 5.1 Band Saw (Safety, Parts, Adjustments, Types of blades, Cutting with a band saw, 5.2 Changing saw blades, Care and maintenance), Sanders (Safety, Types of sanders, 5.3 1A,1B,3A,3D Parts, Adjustments, Different types of grit, Changing sanding belts, pads, and drums, 2 weeks 5.5 4A,4B,5B,5C Care and maintenance) 5.6 Radial Arm Saw (Safety, Parts, Adjustments, Types of blades and uses, Types of 5.7 operation, Care and maintenance). Table Saw Safety (Parts, Adjustments, Changing blades, Types of operation, Care and maintenance). Router (Safety, Parts, Adjustments, Types of cutters, Changing cutters, Uses, Care and maintenance) ASSESSMENT: Test and quizzes, Ability to handle tools and machines properly UNIT: PROJECTS 5.1 DESCRIPTION: 5.2 Projects selected will incorporate course requirements. Projects will include the use of 5.3 1A,1B,3A,3D 14 weeks hand tools and machines. Project will include the making of different joints. 5.5 4A,4B,5B,5C ASSESSMENT Weekly progress grade on project, Evaluation of finished projects, Test 5.6 and quizzes ,Lab participation, Ability to handle tools and machines properly 5.7

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

CAD – Computer Aided Design COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S):None OVERALL COURSE DESCRIPTION: Students will learn the same drafting skills by using standard pencil and paper drafting tools to produce the drawing. CAD is in high

demand in most technical fields. CAD is a very valuable course for students looking to pursue engineering and technical careers, whether or not they plan on attending college. UNIT: Introduction to AutoCAD DESCRIPTION: AutoCAD Applications, Careers that use CAD, Accessing AutoCAD, 1 week 5.5 1A Math Review Coordinate System ASSESSMENT: Quiz on unit UNIT: Drawings and Templates 1C,2B,3A,3C DESCRIPTION: Opening a Drawing, Saving Work, Title Block, Templates, Drawing .6 weeks 5.3 4B,5A,5B,5C Properties, Basic Drawing Settings, Drawing Lines, Drawing Rectangles 5D ASSESSMENT: Drawing based on unit lessons. UNIT: Introduction to Drawing and Editing 1C,2B,3A,3C DESCRIPTION: Responding to Prompt, Drawing, Drawing Aids, Object Selection .4 weeks 5.3 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Basic Tools DESCRIPTION: Drawing Circles, Drawing Arcs, Drawing Ellipses, Drawing Polylines, 1C,2B,3A,3C Drawing Regular Polygons, Drawing Rectangles, Drawing Donuts and Filled Circles, .4 weeks 5.3 4B,5A,5B,5C Drawing True Splines 5D ASSESSMENT Drawing based on unit lessons and prior knowledge. UNIT: Line Standards and Layers 1C,2B,3A,3C DESCRIPTION: Line Standards, Introduction to Layers, Layers Used in Drafting Fields, .4 weeks 5.3 4B,5A,5B,5C Creating and Using Layers, Reusing Drawing Content 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: View Tools and Basic Plotting DESCRIPTION: Navigation Bar, Zooming, Planning, Introduction to Steering Wheels, 1C,2B,3A,3C Introduction to the View Cube, Using Tools Transparently, Controlling Draw Order, .4 weeks 5.3 4B,5A,5B,5C Isolating or Hiding Objects, Named Views, Tiled Viewports, Regenerating the Screen, 5D Cleaning the Screen, Introduction to Printing and Plotting ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Object Snap 1C,2B,3A,3C DESCRIPTION: Object Snap, Autotrack .2 weeks 5.3 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Construction of Tools and Multiview Drawings 1C,2B,3A,3C DESCRIPTION: Parallel Offsets, Drawing Points, Construction Lines and Rays, .4 weeks 5.3 4B,5A,5B,5C Multiview Drawings, Multiview Construction 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Text Styles and Multiline Text 1C,2B,3A,3C DESCRIPTION: Text Standards and Composition, Drawing Scale and Text Height, .2 weeks 5.3 4B,5A,5B,5C Text Styles, Multiline Text 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Single-Line Text and Additional Text Tools 1C,2B,3A,3C DESCRIPTION: Single-Line Text, Fields, Checking Spelling, Revising Text .2 weeks 5.3 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Tables 1C,2B,3A,3C DESCRIPTION: Table Styles, Inserting Tables, Editing Tables, Calculating Values in .4 weeks 5.3 4B,5A,5B,5C Tables 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge.

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

CAD Continued… UNIT: Modifying Objects 1C,2B,3A,3 DESCRIPTION: Using the FILLET Tool, Using the CHAMFER Tool, Using the BREAK C Tool, Using the JOIN Tool, Trimming, Extending, Stretching, Using the LENGTHEN .6 weeks 5.3 4B,5A,5B,5C Tool, Using SCALE Tool, Exploding Objects 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Arranging and Patterning Objects 1C,2B,3A,3 DESCRIPTION: Moving Objects, Rotating Objects, Aligning Objects, Copying Objects, C .4 weeks 5.3 Mirroring Objects, Reversing and Object’s Point Calculation, Arraying Objects 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Grips, Properties, and Additional Selection Techniques 1C,2B,3A,3 DESCRIPTION: Grips, Object Properties, Matching Properties, Editing between C .4 weeks 5.3 Drawings, Add Selected, Select Similar, Quick Select 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Polyline and Spline Editing Tools 1C,2B,3A,3 DESCRIPTION: Using the PEDIT Tool, Polyline Grip Tools, Creating a Ployline C .4 weeks 5.3 Boundary, Using the SPLINEDIT Tool, Spline Grip Tools 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Obtaining Drawing Information 1C,2B,3A,3 DESCRIPTION: Taking Measurements, Listing Drawing Data, Reviewing the Drawing C .4 weeks 5.3 Status, Checking the Time, Using Quick Calc 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Dimension Standards and Styles 1C,2B,3A,3 DESCRIPTION: Dimension Standards and Practices, Drawing Scale and Dimensions, C .2 weeks 5.3 Dimension Styles 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Linear and Angular Dimensioning 1C,2B,3A,3 DESCRIPTION: Linear Dimensions, Dimensioning Angles, Baseline, Chain, and Direct C .4 weeks 5.3 Dimensioning, Using QDIM to Dimension 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Dimensioning Features and Alternative Practices DESCRIPTION: Dimensioning Circles, Dimensioning Repetitive Features, 1C,2B,3A,3 Dimensioning Arcs, Adding Center Dashes and Centerlines, Drawing Leader Lines, C .6 weeks 5.3 Multileader Styles, Alternative Dimensioning Practices, Creating Ordinate Dimension 4B,5A,5B,5C Objects, Marking Up Drawings 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Dimensioning with Tolerances 1C,2B,3A,3 DESCRIPTION: Tolerance Fundamentals, Dimensioning Units, Setting Primary Units, C .4 weeks 5.3 Setting Tolerance Methods, Introduction to GD&T 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Editing Dimensions 1C,2B,3A,3 DESCRIPTION: Associative Dimensioning, Dimension Editing Tools, Overriding C Dimension Style, Using the MATCHPROP Tool, Using the DIMSPACE Tool, Using the .4 weeks 5.3 4B,5A,5B,5C DIMBREAK Tool, Creating Inspection Dimensions, Editing Multileaders 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Parametric Drafting 1C,2B,3A,3 DESCRIPTION: Parametric Fundamentals, Geometric Constraints, Dimensional C .4 weeks 5.3 Constraints, Parametric Editing 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Section Views and Graphic Patterns 1C,2B,3A,3 DESCRIPTION: Section Views, Using HATCH Tool, Hatching Using Design Center, C .4 weeks 5.3 Hatching Using Tool Palettes, Editing Hatch Patterns 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

CAD Continued… UNIT: Standard Blocks 1C,2B,3A,3 DESCRIPTION: Constructing Blocks, Inserting Blocks, Editing Blocks, Creating Blocks C .8 weeks 5.3 as Drawing Files, Symbol Libraries, Purging Named Objects 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Block Attributes 1C,2B,3A,3 DESCRIPTION: Defining Attributes, Creating Blocks with Attributes , Inserting Blocks C with Attributes, Editing Attribute References, Editing Attribute Definitions, Automating .4 weeks 5.3 4B,5A,5B,5C Drafting Documentation, Using Fields to Reference Attributes 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Introduction to Dynamic Blocks DESCRIPTION: Dynamic Block Fundamentals, Point Parameters, Testing and 1C,2B,3A,3 Managing Dynamic Properties, Linear Parameters, Polar Parameters, Rotation C .6 weeks 5.3 Parameters, Alignment Parameters, Flip Parameters, XY Parameters, Base Point 4B,5A,5B,5C Parameters, Parameter Value Sets, Chain Actions 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Additional Dynamic Block Tools 1C,2B,3A,3 DESCRIPTION: Visibility Parameters, Lookup Parameters, Parameter Sets, C .4 weeks 5.3 Constraining Block Geometry, Using a Block Properties Table 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Layout Setup 1C,2B,3A,3 DESCRIPTION: Introduction to Layouts, Working with Layouts, Initial Layout Setup, C .4 weeks 5.3 Page Setups 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D 1C,2B,3A,3 UNIT: Plotting Layouts C DESCRIPTION: Layout Content, Floating Viewports, Plotting .4 weeks 5.3 4B,5A,5B,5C ASSESSMENT: Drawing based on unit lessons and prior knowledge. 5D UNIT: Annotative Objects 1C,2B,3A,3 DESCRIPTION: Introduction to Annotative Objects, Defining Annotative Objects, C Drawing Annotative Objects, Displaying Annotative Objects in Layouts, Changing .6 weeks 5.3 4B,5A,5B,5C Drawing Scale, Preparing Multiview Drawings 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: External References 1C,2B,3A,3 DESCRIPTION: Introduction to Xrefs, Preparing Xref and Host Drawings, Placing Xref C Drawings, Working with Xref Objects, Managing Xrefs, Binding an Xref, Editing Xref .6 weeks 5.3 4B,5A,5B,5C Drawings 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Sheets Sets 1C,2B,3A,3 DESCRIPTION: Introduction to Sheet Sets, Creating Sheet Sets, Managing Sheet C Sets, Subsets, Sheets, Sheet Views, Model Views, Sheet List Tables, Sheet Set Fields, .4 weeks 5.3 4B,5A,5B,5C Publishing a Sheet Set, Archiving a Sheet Set 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. UNIT: Cumulative Project 5.1 1C,2B,3A,3 DESCRIPTION: Students will dissect a multipart product (Ex. transmission, toy,) and 5.3 C draw each of its part in AutoCAD. Finally, they will import the different parts to create 4 weeks 5.4 4B,5A,5B,5C the original product in an AutoCAD File. 5.7 5D ASSESSMENT: Drawing based on unit lessons and prior knowledge. A.PS.5

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

GOING MOBILE COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): None OVERALL COURSE DESCRIPTION: Students will Learn about mobile hardware and software maintenance for Apple (iOS), Google (Android) and Microsoft (Windows 5.1-5.7 1A,1B,1C,1D, mobile) devices. Acquire techniques and practices of cloud computing. Cloud A.PS.5 2A,2B,2D,3A,

computing is a set of services that provide companies and application developers with A.PS.8 3B,3C,3D,4A an on-demand solution that addresses usage issues by using the Internet. Design and A.CM.1 4B, 4C,5A,5B implement cloud-based software systems and explore current challenges. UNIT: Introduction to Cloud computing 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Overview of cloud storage and cloud software. Cloud computing A.PS.5 2A,2B,2D,3A, services to be introduced and explored are Public Cloud, Private Cloud, Hybrid Cloud. 4 A.PS.8 3B,3C,3D,4A History of cloud computing. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Quiz UNIT: Understanding Cloud computing 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Software as a Service (SaaS), Platform as a Service (PaaS), A.PS.5 2A,2B,2D,3A, 5 Infrastructure as a Service (IaaS) A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam A.CM.1 4B, 4C,5A,5B UNIT: Mobile software 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will understand the purpose, use, installation and A.PS.5 2A,2B,2D,3A, 5 maintenance of mobile operating systems. (iOS, Andriod, Windows mobile) A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam A.CM.1 4B, 4C,5A,5B UNIT: Mobile Hardware DESCRIPTION: Students will explore different mobile hardware options and gain an 5.1-5.7 1A,1B,1C,1D, understanding of the hardware technology used inside of the devices. Students will A.PS.5 2A,2B,2D,3A, 5 develop skills in the best practices for keeping their mobile devices safe and secure A.PS.8 3B,3C,3D,4A and maintaining the software and hardware. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Labs, classwork, unit exam UNIT: Review 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: All topics discussed in course will be reviewed A.PS.5 2A,2B,2D,3A, 1 ASSESSMENT: Final A.PS.8 3B,3C,3D,4A A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

GRAPHIC DESIGN COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): Media Production I, Going Mobile, CAD OVERALL COURSE DESCRIPTION: This course provides a hands-on experience in the use of the computer, as a tool for creating art. Students will learn how to visualize their ideas and create, manipulate, scan and import images using various software and hardware. The elements of good design and composition will be emphasized in the production of portfolio quality art. Fine art, advertising and photographic projects will be explored. UNIT: Introduction to Media Production 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Computer lab safety, Internet Safety, Macintosh Graphical User A.PS.5 2A,2B,2D,3A, 2 Interface A.PS.8 3B,3C,3D,4A ASSESSMENT: Quiz on unit A.CM.1 4B, 4C,5A,5B UNIT: Design Elements and principles 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Topics to be addressed in this unit include; lines, shape and mass, A.PS.5 2A,2B,2D,3A, 2 Balance, dominance, proportion and unity, contrast and rhythm, and texture and color. A.PS.8 3B,3C,3D,4A ASSESSMENT: Quiz A.CM.1 4B, 4C,5A,5B UNIT: Measurements 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Student will understand the basics measurements used in design. A.PS.5 2A,2B,2D,3A, 2 Metric system – length and width, layout, material weight and size. A.PS.8 3B,3C,3D,4A ASSESSMENT: Quiz A.CM.1 4B, 4C,5A,5B UNIT: Industry related concerns 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Topics to be addressed in this unit include; industrial organizations A.PS.5 2A,2B,2D,3A, 2 and careers, emerging technologies and impacts, and legal considerations. A.PS.8 3B,3C,3D,4A ASSESSMENT: Quiz A.CM.1 4B, 4C,5A,5B UNIT: Digital design 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Skills will be gained in the use of design programs such as Photoshop A.PS.5 2A,2B,2D,3A, 4 and InDesign. A.PS.8 3B,3C,3D,4A ASSESSMENT: Projects A.CM.1 4B, 4C,5A,5B UNIT: Turning digital into physical 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Digital design skills will be used to create hard copy designs such as A.PS.5 2A,2B,2D,3A, 3 printed media, memo pads, buttons and badges. A.PS.8 3B,3C,3D,4A ASSESSMENT: Projects A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Web design fundamentals A.PS.5 2A,2B,2D,3A, DESCRIPTION: HTML language, design, links, site, pages, images 3 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B UNIT: Final Portfolio 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Culmination of all topics learned and projects created A.PS.5 2A,2B,2D,3A, ASSESSMENT: Completed website portfolio 2 A.PS.8 3B,3C,3D,4A A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

MEDIA PRODUCTION I COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): None OVERALL COURSE DESCRIPTION: Students learn to use video cameras, recorders, editors and computers to produce individual and group projects. Students are exposed

to a number of systems and career opportunities. All work is done in digital format. Students create DVD’s of their work. Students create a video montage, newscast, public service project, and explore television production. UNIT: Introduction to Media Production 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Computer lab safety, Internet Safety, Macintosh Graphical User A.PS.5 2A,2B,2D,3A, 2 Interface A.PS.8 3B,3C,3D,4A ASSESSMENT: Quiz on unit A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Audio Editing A.PS.5 2A,2B,2D,3A, DESCRIPTION: Copyright laws, Garageband, audio levels, fading, audio effects/filters 3 A.PS.8 3B,3C,3D,4A ASSESSMENT: Audio project completed in Garageband A.CM.1 4B, 4C,5A,5B UNIT: Film editing 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Storyboard creation, Final Cut Pro basics, manipulating digital video, A.PS.5 2A,2B,2D,3A, 4 importing and exporting media A.PS.8 3B,3C,3D,4A ASSESSMENT: Completing a storyboard a Final Cut Pro project A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Camera Basics A.PS.5 2A,2B,2D,3A, DESCRIPTION: Tri-pods, media storage, zoom, angles, input/output jacks 1 A.PS.8 3B,3C,3D,4A ASSESSMENT: [Insert Assessment] A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Advertising communication A.PS.5 2A,2B,2D,3A, DESCRIPTION: Commercials, public service announcements 6 A.PS.8 3B,3C,3D,4A ASSESSMENT: [Insert Assessment] A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Studio Production A.PS.5 2A,2B,2D,3A, DESCRIPTION: Lighting, sound, teleprompter, on camera techniques, interviewing 3 A.PS.8 3B,3C,3D,4A ASSESSMENT: [Insert Assessment] A.CM.1 4B, 4C,5A,5B UNIT: Review/Final exam 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Overview of all material covered in course A.PS.5 2A,2B,2D,3A, 1 ASSESSMENT: Final Exam A.PS.8 3B,3C,3D,4A A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

MEDIA PRODUCTION II COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): Media Production I OVERALL COURSE DESCRIPTION: Students continue to study audio and video processes as related to television production. They will work in production teams to produce shows for broadcast. Students will get experience in producing and broadcast scheduling. UNIT: Intro to broadcast production 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Computer safety, news teams, recording schedule, editing overview, A.PS.5 2A,2B,2D,3A, 4 knowing your audience A.PS.8 3B,3C,3D,4A ASSESSMENT: Completed broadcast A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Camera filming A.PS.5 2A,2B,2D,3A, DESCRIPTION: Time Lapse, outdoors shots, storyboards 5 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project – Intro to news broadcast video A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Media advertising A.PS.5 2A,2B,2D,3A, DESCRIPTION: Commercials, public service announcements 5 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project – Commercial for school activity A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Broadcast journalism A.PS.5 2A,2B,2D,3A, DESCRIPTION: On camera techniques, interviewing skills 5 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project – Interview to be submitted to MSG Varsity A.CM.1 4B, 4C,5A,5B UNIT: Review/Final exam 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Overview of all material covered in course A.PS.5 2A,2B,2D,3A, 1 ASSESSMENT: Final Exam A.PS.8 3B,3C,3D,4A A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

MEDIA PRODUCTION III COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): Media Production II OVERALL COURSE DESCRIPTION: This course is for students who are serious about television and video production. Students will work on major productions and

explore additional editing and production effects. Use of blue screen and/or green screen for broadcasting effects will enhance their newscast productions. Superior work will be broadcast. UNIT: Intro to broadcast production 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Computer safety, news teams, recording schedule, editing overview, A.PS.5 2A,2B,2D,3A, 4 knowing your audience A.PS.8 3B,3C,3D,4A ASSESSMENT: Completed broadcast A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Camera filming A.PS.5 2A,2B,2D,3A, DESCRIPTION: Time Lapse, outdoors shots, storyboards 5 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project – Intro to news broadcast video A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Media advertising A.PS.5 2A,2B,2D,3A, DESCRIPTION: Commercials, public service announcements 5 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project – Commercial for school activity A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Broadcast journalism A.PS.5 2A,2B,2D,3A, DESCRIPTION: On camera techniques, interviewing skills 5 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project – Interview to be submitted to MSG Varsity A.CM.1 4B, 4C,5A,5B UNIT: Review/Final exam 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Overview of all material covered in course A.PS.5 2A,2B,2D,3A, 1 ASSESSMENT: Final Exam A.PS.8 3B,3C,3D,4A A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

MEDIA PRODUCTION IV COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): Media Production III OVERALL COURSE DESCRIPTION: This course is for students who are serious about television and video production. Students will work on major productions and explore additional editing and production effects. Use of blue screen and/or green screen for broadcasting effects will enhance their newscast productions. Superior work will be broadcast. MSG Varsity provides an exciting opportunity for students to not only create multimedia, but also a television and digital outlet for them to share the media they create with their family, friends and community. MSG Varsity makes it easy for schools to share these stories in a safe environment, while preparing students with essential skills to be effective and responsible communicators in today’s multimedia world. UNIT: Intro to broadcast production 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Computer safety, news teams, recording schedule, editing overview, A.PS.5 2A,2B,2D,3A, 4 knowing your audience A.PS.8 3B,3C,3D,4A ASSESSMENT: Completed broadcast A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Camera filming A.PS.5 2A,2B,2D,3A, DESCRIPTION: Time Lapse, outdoors shots, storyboards 5 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project – Intro to news broadcast video A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Media advertising A.PS.5 2A,2B,2D,3A, DESCRIPTION: Commercials, public service announcements 5 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project – Commercial for school activity A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Broadcast journalism A.PS.5 2A,2B,2D,3A, DESCRIPTION: On camera techniques, interviewing skills 5 A.PS.8 3B,3C,3D,4A ASSESSMENT: Project – Interview to be submitted to MSG Varsity A.CM.1 4B, 4C,5A,5B UNIT: Review/Final exam 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Overview of all material covered in course A.PS.5 2A,2B,2D,3A, 1 ASSESSMENT: Final Exam A.PS.8 3B,3C,3D,4A A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

DESIGN AND DRAWING FOR ENGINEERING COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): CAD OVERALL COURSE DESCRIPTION: This course emphasizes creative problem- solving and technical drawing and fabrication of student design projects. Students

explore principles of engineering, physics, materials and processes while enjoying a “hands-on” experience. Students will also develop computer skills in creating spreadsheets for calculations, CAD formulas and analysis. UNIT: Introduction to Course and Safety. DESCRIPTION: Students will learn about classroom, lab and computer safety. 1 week 5.5 1A Students will also learn the outline of the course. ASSESSMENT: Safety Test UNIT: Designing Lexan Car 5.1-5.4 1A,1B,1C,2A DESCRIPTION: Using Autocad students will design a lexan car that confirms to all 5.7 2D,3A,3B,3D 3.5 weeks specifications. Discussion of all tests that lexan cars will have to preform to. A.PS.5 4B,4C,4D,5A ASSESSMENT: Test on terms and formulas. Car design. A.CM.1 5B,5C UNIT: Constructing the Lexan Car 5.1-5.4 1A,1B,1C,2A DESCRIPTION: Using tools in lab students will cut and construct their lexan cars. 5.7 2D,3A,3B,3D Tools included will be band saw, drill press, screw drivers and any other tools students 3.5 weeks A.PS.5 4B,4C,4D,5A feel will assist in construction. A.CM.1 5B,5C ASSESSMENT: Test on terms and formulas. Car construction. UNIT: Distance Car DESCRIPTION: Students will modify cars so that their car will get the farthest from the 5.1-5.4 1A,1B,1C,2A starting point on top of a ramp. Gravity formulas relating to velocity and acceleration. 5.7 2D,3A,3B,3D 3 weeks Use of Excel to determine distance car should travel. Testing and modifications to A.PS.5 4B,4C,4D,5A reach maximum distance. A.CM.1 5B,5C ASSESSMENT: Test on terms and formulas. Car distance competition. UNIT: Displacement Car 5.1-5.4 1A,1B,1C,2A DESCRIPTION: Students will modify cars so that their cars will travel in the straightest 5.7 2D,3A,3B,3D line from a stop. Measurement and modifications of Distance car in order to make 3 weeks A.PS.5 4B,4C,4D,5A sure car goes the straightest. Weight distribution and its effects on efficiency. A.CM.1 5B,5C ASSESSMENT: Test on terms and formulas. Car path competition. UNIT: Stop Car 5.1-5.4 1A,1B,1C,2A DESCRIPTION: Students will modify cars so that their cars will travel to a given 5.7 2D,3A,3B,3D distance and stop. Use of Excel and geometry formulas to ensure that car will travel a 3 weeks A.PS.5 4B,4C,4D,5A pre-determined distance. A.CM.1 5B,5C ASSESSMENT: Test on terms and formulas. Car stop competition. UNIT: Dragster Car 5.1-5.4 1A,1B,1C,2A DESCRIPTION: Students will modify cars so that their car will travel a pre-determined 5.7 2D,3A,3B,3D distance the fastest. Use of Excel to review D=RT. Modifications of car to maximize 3 weeks A.PS.5 4B,4C,4D,5A speed based upon surface conditions, gears and weight. A.CM.1 5B,5C ASSESSMENT: Test on terms and formulas. Car speed competition.

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

ARCHITECTURAL DRAWING COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S):CAD

OVERALL COURSE DESCRIPTION: Students taking this course will explore various types of residential and commercial construction. They will learn various principles of stress, resistance, environmental influences as related to construction/design. Students

will design residential homes, create floor plans, elevations, site plans and build scale models of the homes they design. In addition, a scaled section of a home will be constructed by students – including footings & foundation, wall framing, flooring, and roofing.

UNIT: Introduction to Architectural Drawing DESCRIPTION: General overview of course. Architectural instruments/tools needed. Dimensioning and scales. Multi-view: board work and AutoCAD. History of architecture. 2 Weeks 5.5 1A Role of architecture in society. Architectural styles. Safety in Classroom ASSESSMENT: Exam on Unit. UNIT: Preliminary Layout and Planning 5.5 1A,1D,2A,2B DESCRIPTION: Individual room design. Area planning. Floor plans. Windows and 4 weeks 5.6 3B,3D,4B,4D schedules. Site plans. Elevations. A.CM.1 5A,5B,5C, 5D ASSESSMENT: Project and class presentation. 5.1 UNIT: Structural Design 5.3 1A,1D,2A,2B DESCRIPTION: Foundations. Still construction. Floor framing. Wall construction and 12 weeks 5.4 3B,3D,4B,4D section. Roof construction. Structural calculations 5.7 5A,5B,5C, 5D ASSESSMENT: Exam on unit. Class presentation on details of a drawing plan. A.CM.1 1A,1B,1C,2A UNIT: Mechanical Components 5.1-5.4 2D,3A,3B,3D DESCRIPTION: Electrical. Plumbing. Heating and air conditioning 2 weeks 5.7 4B,4C,4D,5A ASSESSMENT: Plans will be assessed on originality, efficiency and housing costs. 5B,5C UNIT: Architectural Models 5.1 DESCRIPTION: Students will construct full models of their designed homes. Students 1A,1B,1C,2A 5.2 will present models for class discussion. This section will run through the entire course. 2D,3A,3B,3D Ongoing 5.4 As students complete a unit they will build sections of house till it is complete. 4B,4C,4D,5A 5.7 ASSESSMENT: Models and presentation. 5B,5C A.CM.1

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

SOFTWARE AND APP DESIGN COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): Media Production II, Graphic Design, or Design & Drawing for Production. OVERALL COURSE DESCRIPTION: In this course, students will take their knowledge of computers to the next level. Students will explore how to design and develop applications for mobile devices and desktop computers. They will Learn about mobile application development, market opportunities, and technical requirements for Apple

(iOS), Google (Android) and Microsoft (Windows Phone). Course focuses on installing, developing, testing, and distributing mobile applications. Develop practical experience within multiple platforms and implement a sample application in a platform of choice. Challenges including limited screen sizes, memory issues, and the variety of phones will also be discussed. Compare and contrast products designed by major vendors using a hands-on approach. Students will work toward Apple Pro Certifications. UNIT: Introduction/review of Operating systems 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will build on knowledge of operating systems for computers A.PS.5 2A,2B,2D,3A, and mobile devices to gain a better understanding of how they’re created and how they 3 A.PS.8 3B,3C,3D,4A work. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Labs, classwork, unit exam UNIT: introduction/ review of computer hardware 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will build on knowledge of computer hardware infrastructure. A.PS.5 2A,2B,2D,3A, 3 Students will understand what each component is and what it does. A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam A.CM.1 4B, 4C,5A,5B UNIT: Computer App development 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will explore different languages used to build an application A.PS.5 2A,2B,2D,3A, 4 for use on a computer. A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam A.CM.1 4B, 4C,5A,5B UNIT: Mobile app development 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will explore different languages used to build an application A.PS.5 2A,2B,2D,3A, 4 for use on a mobile device. A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam A.CM.1 4B, 4C,5A,5B UNIT: App development 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will use skills gained to create an app for a computer and a A.PS.5 2A,2B,2D,3A, 5 mobile device. A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: Review/Final A.PS.5 2A,2B,2D,3A, DESCRIPTION: Review of all topics covered in course. 1 A.PS.8 3B,3C,3D,4A ASSESSMENT: Final exam A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

IT ESSENTIALS I COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): Media Production II, Graphic Design, or Design & Drawing for Production. OVERALL COURSE DESCRIPTION: The Cisco® IT Essentials, PC Hardware and Software course is designed for Cisco Networking Academy® students seeking career- oriented, entry-level hardware and software skills. Students who complete this course will be able to describe the internal components of a computer, assemble a computer system, install an operating system, and troubleshoot using system tools and diagnostic software. Additional topics covered include laptops and portable devices, wireless connectivity and basic implementation skills, Voice over Internet Protocol (VoIP), security, safety and environmental issues, applied network configuration and troubleshooting skills, and communication skills. UNIT: Introduction 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: IT industry, IT industry certifications, overview of technician jobs, field, A.PS.5 2A,2B,2D,3A, remote, and bench technicians, personal computer systems, selecting replacement 3 A.PS.8 3B,3C,3D,4A computer components, configuration for specialized computer systems. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Labs, classwork, unit exam UNIT: Fundamentals of computer hardware 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will be able to identify and describe the use of computers, A.PS.5 2A,2B,2D,3A, components, and peripherals. They will be able to assemble, upgrade, or replace 3 A.PS.8 3B,3C,3D,4A hardware components. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Labs, classwork, unit exam UNIT: Fundamentals of computer software 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will understand the purpose, use, installation and A.PS.5 2A,2B,2D,3A, 3 maintenance of operating systems. (Mac OS, Windows) A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam A.CM.1 4B, 4C,5A,5B UNIT: Networking technologies DESCRIPTION: Students will understand network operations and be able to implement 5.1-5.7 1A,1B,1C,1D, a local area network and wireless network. They will understand the purpose and A.PS.5 2A,2B,2D,3A, 4 function of an Internet Service Provider (ISP). They will gain understanding of IP A.PS.8 3B,3C,3D,4A addressing and IP address management. A.CM.1 4B, 4C,5A,5B ASSESSMENT: Labs, classwork, unit exam UNIT: Security and troubleshooting 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Physical and software security safety, network troubleshooting, A.PS.5 2A,2B,2D,3A, 4 communication skills, Online privacy, cybercrime, computer ethics A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam A.CM.1 4B, 4C,5A,5B UNIT: Course summary – putting it all together 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will combine all knowledge together to build, maintain, and A.PS.5 2A,2B,2D,3A, 3 troubleshoot a computer system. A.PS.8 3B,3C,3D,4A ASSESSMENT: Final exam A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

IT ESSENTIALS II COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): IT Essentials I OVERALL COURSE DESCRIPTION: The Cisco® Networking Academy Discovery curriculum class teaches students how computers communicate across networks and how to configure computers, switches, wireless access points and routers. These courses are both reading and lab intensive. Students are expected to read the online curriculum, compete and record labs in a lab manual and take industry standard Cisco exams. 5.1-5.7 1A,1B,1C,1D, UNIT: Review of IT Essentials I A.PS.5 2A,2B,2D,3A, DESCRIPTION: Overview of all topics discussed in IT Essentials I class. 2 A.PS.8 3B,3C,3D,4A ASSESSMENT: Quiz A.CM.1 4B, 4C,5A,5B UNIT: Network fundamentals 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Routing protocols and concepts. LAN switching and wireless. A.PS.5 2A,2B,2D,3A, 4 Accessing the WAN A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam A.CM.1 4B, 4C,5A,5B UNIT: Networking for Home and Small businesses 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will be able to design, build, configure, and troubleshoot A.PS.5 2A,2B,2D,3A, 4 networks A.PS.8 3B,3C,3D,4A ASSESSMENT: Labs, classwork, unit exam A.CM.1 4B, 4C,5A,5B 5.1-5.7 1A,1B,1C,1D, UNIT: E-mail and other messaging systems A.PS.5 2A,2B,2D,3A, DESCRIPTION: Email protocols will be discussed (SMTP, PoP) 2 A.PS.8 3B,3C,3D,4A ASSESSMENT: Quiz A.CM.1 4B, 4C,5A,5B UNIT: Building a network 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will use knowledge gained in the course to great their own A.PS.5 2A,2B,2D,3A, 3 LAN. A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B UNIT: Building a computer 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: Students will use knowledge gained in the course to build their own A.PS.5 2A,2B,2D,3A, 3 computer. A.PS.8 3B,3C,3D,4A ASSESSMENT: Project A.CM.1 4B, 4C,5A,5B UNIT: Review/Completing Cisco certification 5.1-5.7 1A,1B,1C,1D, DESCRIPTION: All course topics will be reviewed, students will prepare for and take A.PS.5 2A,2B,2D,3A, the Cisco certification exam. 2 A.PS.8 3B,3C,3D,4A ASSESSMENT: Cisco Certification Exam A.CM.1 4B, 4C,5A,5B

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

PRINCIPLES OF ENGINEERING I COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): Architectural Drawing OVERALL COURSE DESCRIPTION: This engineering course covers the elements of electricity, machine design, power transmission, pneumatics, computer controls and programming. Students will utilize VEX robotics as related to fabrication and will learn to use various machines in the shop to design and fabricate working models and robotics. Actual robots will be designed and built to compete in competitions utilizing remote controls and autonomous computer program designed by students. This is for the student that has that passion to work with the Robotics Team and/or students wanting to pursue an engineering degree in college.

UNIT: Introduction to Principles of Engineering DESCRIPTION: Describe the class rules. Review the course syllabus. Describe how 1A,1B,1C,2A grades are earned in this class. Describe how the engineering design journal will be 5.1-5.7 2D,3A,3B,3D used in this class. Describe the engineering projects that students will work on this year 1 Week A.PS.5 4B,4C,4D,5A in class. Describe how student work habits will be evaluated. Describe the types of A.PS.8 5B,5C workplace competencies that they should strive to perfect. ASSESSMENT: Labs, classwork, unit exam.

UNIT: Introduction STEM Careers DESCRIPTION: Identify the ubiquitous nature of robotics and embedded systems. 1A,1B,1C,2A Describe what a robot is. Describe what an embedded system is. Discuss the 5.1-5.7 1 week and 2D,3A,3B,3D education needed for specific career choices. List jobs related to robotics, automation, A.PS.5 On-Going 4B,4C,4D,5A embedded systems, and manufacturing. Describe various career paths for STEM A.PS.8 5B,5C careers ASSESSMENT: Labs, classwork, unit exam. UNIT: Safety DESCRIPTION: Define what “Safety is an Attitude” means. Complete the “Robotics 1A,1B,1C,2A Lab Safety Inspection Sheet”. Identify unsafe situations in the lab, fix them, or bring 5.1-5.7 1 week and 2D,3A,3B,3D them to the attention of the teacher. Demonstrate safe and conscientious habits when A.PS.5 On-Going 4B,4C,4D,5A working with Robotics and Intelligent Systems. Pass a Safety Unit Quiz with 100% A.PS.8 5B,5C accuracy. ASSESSMENT: Labs, classwork, unit exam. UNIT: Introduction to VEX DESCRIPTION: Identify the basic components of the VEX kit and generally describe 1A,1B,1C,2A their role in the overall robotics system; Remote Control, Motor Actuators, Computer, 5.1-5.7 2D,3A,3B,3D Sensors, Structural Components, and Pneumatic Actuators. Unpack the Vex kit. Build a 2 weeks A.PS.5 4B,4C,4D,5A Testbed to test the operation of the Vex kit, or Build a Squarebot 2.0. Test Squarebot to A.PS.8 5B,5C ensure that it operates correctly. ASSESSMENT: Labs, classwork, unit exam.

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

UNIT: Introduction to Programming DESCRIPTION: Describe the transmitter menu options. Restore the transmitter’s default settings. Use the VEX radio transmitter to control a robot. Describe the relationship between transmitter channels and joystick axes. Switch between transmitter configurations. Use the transmitter menu to alter the Squarebot’s response to joystick control. Write a technical paper that describes how to edit the transmitter’s reverse option. Explain the difference between linear and exponential scaling. 1A,1B,1C,2A 5.1-5.7 Explain the function of the edit points option. Explain how the edit points option can be 2D,3A,3B,3D 5 weeks A.PS.5 used to correct for inherent hardware errors. Explain how to use the transmitter’s trim 4B,4C,4D,5A A.PS.8 option. Use the trim option to establish optimum control settings for a variety of 5B,5C purposes. Use the P. Mix option to set a master channel, slave channel, and describe their relationship to each other. Enable “arcade style” joystick controls. Discuss the pros and cons of both drive modes. Describe a jumper and its functions. Use jumpers to enable code stored in the microprocessor. Coordinate control between jumpers and the transmitted. Gain a deeper understanding of robotic control ASSESSMENT: Labs, classwork, unit exam. UNIT: Introduction to C through ROBOTC DESCRIPTION: Describe what firmware is. Download firmware to their robots. Describe the relationship between a programmer and a machine. Develop flowcharts. Write psuedocode. Describe how Boolean logic is used to control program flow. 1A,1B,1C,2A Describe the difference between syntaxed and icon based programming languages. 5.1-5.7 2D,3A,3B,3D Write, test, and troubleshoot programs using ROBOTC (Control mapping for joysticks, 14 Weeks A.PS.5 4B,4C,4D,5A Using timers, Programming buttons, Using feedback from touch, encoders, and A.PS.8 5B,5C ultrasonic sensors to program their robots to move autonomously, Calculate threshold values, Use variables in programs, Write functions and pass parameters). Debug programs ASSESSMENT: Labs, classwork, unit exam. UNIT: FIRST Robotics Competition 1A,1B,1C,2A DESCRIPTION: Design and construct robot that completes problems created by the 2D,3A,3B,3D 6 Weeks 5.1-5.7 FIRST robotic competition. 4B,4C,4D,5A ASSESSMENT: Design and construction participation. Drawings. Teamwork. 5B,5C UNIT: Project Management DESCRIPTION: Use proper line technique when sketching. Sketch single view 5.1-5.7 1A,1B,1C,2A drawings. Sketch orthographic drawings (multiview drawings). Sketch pictorial A.PS.5 2D,3A,3B,3D 3 weeks drawings. Dimension parts. Interpret technical drawings at a novice level. Measure A.PS.8 4B,4C,4D,5A accurately. A.CM.1 5B,5C ASSESSMENT: Labs, classwork, unit exam

UNIT: Introduction to Engineering Concepts DESCRIPTION: Describe what engineering is. Describe engineering processes. Function on multi-disciplinary teams. Communicate effectively using all forms of verbal and non-verbal communications. Describe various methods used to manage and 3 Weeks schedule projects. Participate in and conduct a design review. Identify and formulate solutions for an engineering problem using engineering design processes. ASSESSMENT: Labs, classwork, unit exam.

UNIT: Cumulative Project DESCRIPTION: Project based on all engineering and programming learned during the year. Students will compete against each other. Presentations on design process and 4 Weeks final product. ASSESSMENT: Design and construction participation. Drawings. Teamwork.

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

PRINCIPLES OF ENGINEERING II COURSE & COURSE DESCRIPTION UNIT NYSED ISTE -Prerequisite Courses LENGTH STANDARDS STANDARDS - Units | Descriptions | Assessments PREREQUISITE(S): Principles of Engineering I This engineering course is a continuation and more in depth study of the Principles of Engineering I course. Students expand on units in electricity, machine design, power transmission, pneumatics, computer controls and programming. Practical applications are performed on various machines in the shop to design and fabricate working models and robotics. This is for the student that has that passion to work with the Robotics Team and/or Mechanical Engineering. UNIT: Introduction to Principles of Engineering II DESCRIPTION: Describe the class rules. Review the course syllabus. Describe how 1A,1B,1C,2A grades are earned in this class. Describe how the engineering design journal will be 5.1-5.7 2D,3A,3B,3D used in this class. Describe the engineering projects that students will work on this year 1 Week A.PS.5 4B,4C,4D,5A in class. Describe how student work habits will be evaluated. Describe the types of A.PS.8 5B,5C workplace competencies that they should strive to perfect. ASSESSMENT: Labs, classwork, unit exam. UNIT: Safety DESCRIPTION: Define what “Safety is an Attitude” means. Complete the “Robotics 1A,1B,1C,2A Lab Safety Inspection Sheet”. Identify unsafe situations in the lab, fix them, or bring 5.1-5.7 1 week and 2D,3A,3B,3D them to the attention of the teacher. Demonstrate safe and conscientious habits when A.PS.5 On-Going 4B,4C,4D,5A working with Robotics and Intelligent Systems. Pass a Safety Unit Quiz with 100% A.PS.8 5B,5C accuracy. ASSESSMENT: Labs, classwork, unit exam. UNIT: Signals DESCRIPTION: Explain the relationship between remote control transmitters, crystals, the receiver, and the VEX microcontroller. Define resonance (both mechanical and electrical). Define both engineering and scientific notation. Define both frequency and 1A,1B,1C,2A period. Conduct scientific inquiry-based experiments to determine the effect of radio 5.1-5.7 2D,3A,3B,3D control transmitter antenna length and position on signal strength relative to the 2 weeks A.PS.5 4B,4C,4D,5A receiver. Explain how to apply engineering notation to frequency and time period A.PS.8 5B,5C calculation. Demonstrate how to use a calculator programmed for engineering notation to determine the appropriate units. ASSESSMENT: Labs, classwork, unit exam

UNIT: Electronics in VEX DESCRIPTION: Describe the relationship between current draw and work. Apply the scientific process and collect data from their investigation. Modify a battery and place it 1A,1B,1C,2A 5.1-5.7 in series with a multimeter. Use a protractor to layout a test bed for their robot current 2D,3A,3B,3D 2 weeks A.PS.5 investigation. Measure current output while the robot climbs inclines of increasing 4B,4C,4D,5A A.PS.8 angles. Graph their experimental data and explain the results. Describe how a 5B,5C multimeter works. Use a multimeter to test continuity and check DC voltage. ASSESSMENT: Labs, classwork, unit exam UNIT: Torque DESCRIPTION: Describe the relationship between torques, the distance from the fulcrum, and weight. Define what a clutch it and its importance in the VEX system. Apply and clarify various points of an experimental procedure. Collect data from the 1A,1B,1C,2A 5.1-5.7 investigation. Graph results. Calculate averages. Measure accurately using a 2D,3A,3B,3D 2 weeks A.PS.5 ruler/meter stick or tape. Measure accurately using a scale or student developed 4B,4C,4D,5A A.PS.8 measuring device in ounces or grams. Convert between various units of measure. 5B,5C Extrapolate new information from the data collected. Write a conclusion that summarizes the lessons learned in the investigation. ASSESSMENT: Labs, classwork, unit exam

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

UNIT: Gear Ratios DESCRIPTION: Describe the inversely proportional relationship between gear ratios and the robots speed. Describe the relationship between gear ratios and torque. Define 1A,1B,1C,2A torque. Describe the difference between a gear ratio and a compound gear ratio. 5.1-5.7 2D,3A,3B,3D Calculate a compound gear ratio. Apply the scientific process. Construct and 2 weeks A.PS.5 4B,4C,4D,5A manipulate a gearbox. Measure axle speed and relative strength as the gear ratio A.PS.8 5B,5C varies. Collect data from the investigation. Apply and describe the various points of experimental procedure. Summarize in writing what they learned in the investigation. ASSESSMENT: Labs, classwork, unit exam UNIT: Wheel Size Relations DESCRIPTION: Build a test bed. Setup independent, dependent, and control variables to conduct a scientific investigation. Apply and clarify various points of experimental 1A,1B,1C,2A 5.1-5.7 procedure. Analyze data and draw conclusions. Run the investigation under three 2D,3A,3B,3D 2 weeks A.PS.5 different conditions. Collect data, record it on a data table, and graph the data. Convert 4B,4C,4D,5A A.PS.8 between centimeters and inches. Extrapolate the new distance traveled based on prior 5B,5C testing. Write up a summary of lessons learned in the investigation ASSESSMENT: Labs, classwork, unit exam UNIT: FIRST Robotics Competition 1A,1B,1C,2A DESCRIPTION: Design and construct robot that completes problems created by the 2D,3A,3B,3D 6 weeks 5.1-5.7 FIRST robotic competition. 4B,4C,4D,5A ASSESSMENT: Design and construction participation. Drawings. Teamwork. 5B,5C UNIT: Projects 5.1-5.7 DESCRIPTION: Project based on all engineering and programming learned during the 1A,1B,1C,2A A.PS.5 year. Students will compete against each other. Presentations on design process and 2D,3A,3B,3D 20 weeks A.PS.8 final product. 4B,4C,4D,5A A.CM.1 ASSESSMENT: Design and construction participation. Drawings. Teamwork. 5B,5C

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

SAMPLE SCORING RUBRICS

SAMPLE ENGINEERING PROJECT SCORING RUBRIC Topic (weight) Unsatisfactory (1) Marginal (2) Acceptable (3) Exceptional (4)

Design Problem Little or no grasp of Some understanding Overall sound Clear and complete and Boundaries problem. Incapable of of problem. Major understanding of the understanding of design (2) producing a deficiencies that will problem and goal and constraints. successful solution. impact quality of constraints. Does not solution. significantly impair solution.

Alternative Only one design Serious deficiencies Alternative approaches Final design achieved Designs (1) presented or clearly in exploring and identified to some after review of reasonable infeasible alternative identifying alternative degree. alternatives. given. designs.

Use of Computer Serious deficiencies Minimal application Computer aided tools Computer aided tools are Aided Tools (2) in understanding the and use of used with moderate used effectively to correct selection appropriate tools effectiveness to develop and analyze and/or use of tools develop designs. designs.

Application of None or erroneous Serious deficiencies Effective application of Critical selection and Engineering application of in proper selection engineering principles application of engineering Principles (2) engineering principles and use of resulting in reasonable principles ensuring yielding unreasonable engineering principles solution reasonable results. solution

Final Design (2) Not capable of Barely capable of Design meets desired Design exceeds desired achieving desired achieving desired objectives objectives objectives objective

Interpretation of None or erroneous Serious deficiencies Sound conclusions Insightful, supported results (1) conclusions based on in support for stated reached based on conclusions and achieved results conclusions achieved results recommendations.

Overall Unsatisfactory Marginal Acceptable Exceptional Performance Points 0-7 8-15 16-31 32 - 40

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

SAMPLE COMPUTER APPLICATION PROJECT Topic (weight) Unsatisfactory (1) Marginal (2) Acceptable (3) Exceptional (4)

Knowledge of No grasp of software. Uncomfortable with At ease with software Demonstration of full Subject Unable to answer software. Capable of and able to elaborate knowledge of the software questions about answering and explain to some with explanations and software. rudimentary degree. elaboration. questions.

Quality of Product Not capable of Barely capable of Design meets desired Design exceeds desired achieving desired achieving desired objectives objectives objectives objective

Project Did not follow Followed some of the Followed most of the Followed all of the Compliance instructions at all to instructions to instructions to instructions to complete complete project complete project complete project project

Project Did not use Sometimes used Mostly used classroom Always used classroom Management classroom time classroom time time efficiently at all to time efficiently at all to efficiently at all to efficiently at all to complete project complete project complete project complete project

Overall Unsatisfactory Marginal Acceptable Exceptional Performance Points 0 -7 8-15 16-31 32 - 40

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

ORAL PRESENTATION PROJECT Topic (weight) Unsatisfactory (1) Marginal (2) Acceptable (3) Exceptional (4)

Organization & Not possible to Difficult to follow Most information is All information is Structure (1) understand presentation due to presented in logical presented in a logical presentation due to erratic topical shifts order which is easy to interesting and novel absence of structure and jumps. follow. sequence, which is easily followed. Content & No grasp of Uncomfortable with At ease with content Demonstration of full Knowledge (3) information. Unable information. Capable and able to elaborate knowledge of the subject to answer questions of answering and explain to some with explanations and about subject. rudimentary degree. elaboration. questions.

Visual Aides & No Visual Aids Occasional use of Visual aids are related Presentation is reinforced Neatness (2) visual aids, however to presentation. Minor by the use of visual aids. they barely support misspellings and/or Negligible misspellings presentation. Several grammatical errors. and/or grammatical. misspellings and/or grammatical errors present.

Delivery & Significant mumbling Occasional Voice is clear and at a Clear Voice and correct, Speaking Skills (3) and incorrect mispronunciation of proper level. Most precise pronunciation of pronunciation of terms. Little eye words pronounced terms. Good eye contact, terms. Voice level too contact, uneven rate, correctly. Some eye steady rate, enthusiasm, high or too low. little expression. contact, steady rate, confidence. Monotonous, no eye excessively rehearsed. contact, rate of speech too fast or too slow. Presentation Too long or too short. +/- 20% of minutes +/- 10% of minutes +/- 5% of minutes. Length (1) Overall Unsatisfactory Marginal Acceptable Exceptional Performance Points 0 -7 8-15 16-31 32 - 40

Adopted April 9, 2013 Central Islip Union Free School District – Official Technology Curriculum

RUBRIC SCORING CONVERSTION TABLE

Raw Score Final Grade Raw Score Final Grade 40 100 19 82 39 99 18 81 38 97 17 80 37 96 16 75 36 95 15 74 35 93 14 73 34 91 13 71 33 90 12 70 32 89 11 68 31 88 10 67 30 87 9 66 29 87 8 65 28 86 7 60 27 86 6 55 26 85 5 45 25 85 4 35 24 84 3 25 23 84 2 15 22 83 1 8 21 83 0 0 20 82

SAMPLE ASSESSMENTS

Actual copies of assessments, exams, baseline assessments (pre and post) as well as Mid- Terms/Final Exams are kept on file in the office of the Director of Instructional Technology. Please contact Mr. Philip K. Voigt, Administrator for Instructional Technology for additional information.

Adopted April 9, 2013