FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION TECHNOLOGY EDUCATION DEPARTMENT INTERACTIVE DESIGN Grade Level: 9-12 Credits: 2.5 BOARD OF EDUCATION ADOPTION DATE: AUGUST 27, 2012 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS Board of Education Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President Mr. Carl Accettola Mr. William Bruno Mrs. Elizabeth Canario Mrs. Kathie Lavin Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic Mr. Charles Sampson, Superintendent Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction Curriculum Writing Committee Mr. Michael Cappiello Ms. Sarah Mango Supervisors Ms. Deana Farinick Ms. Cathy Boenig Ms. Angelique Gauthier Dr. Meryl Norych Mr. Scott Liptzin Interactive Design - Introduction Introduction Course Philosophy In an ever‐changing technological world, it is important for our students to understand the world around them and be able to be successful within it. One of the goals of this course is to give students a basic understanding of the various types of technologies that they may encounter in their lives. Students will explore technologies within their world, and will have the chance to design and create their own technological products. The course will then focus on the various engineering fields in which students may work and will present information. Students will then have the opportunity to learn helpful technological skills that many average consumers may not know. These skill sets will include: home repair, automotive maintenance, electrical wiring and photographic/video graphic skills. The course will culminate with a unit that will teach students multimedia design skills and provide the opportunity to create a custom video game of their own design. Interactive Design is intended to be an introductory course with a focus on high‐level thinking and problem‐solving and that skills application to a wide range of 21st century careers and related daily experiences. Students will be engaged in a variety of practical hands‐on design challenges that will emphasize the creative and interactive process of design. Skills in science, technology, engineering, mathematics, communication, leadership, teamwork, and problem‐ solving are reinforced throughout this course. All information and experiences obtained will encourage students to become better problem‐solvers, designers, and consumers in the context of a 21st century society. Course Description Interactive Design is a 2.5 credit semester course open for enrollment to students in grades 9 through 12. Throughout this course, students will explore basic principles of design while applying learning in the areas of computer animation, household technology, engineering, and electronics. This hands‐on course will exercise each student’s skills in problem‐solving and critical thinking in the context of 21st century technology. This hands‐on course will require students to utilize high level thinking skills in problem solving, analytical, and critical thinking scenarios set in the context of 21st Century Technology. Course Map and Proficiencies/Pacing Course Map Relevant Enduring Assessments Essential Questions Standards Understanding Diagnostic Formative Summative RST.9‐10.3. Technology How does technology differ from science? do now journals portfolios 8.2.12.C.1 encompasses all 8.2.12.C.2 areas of the human How do we as humans rely on technology pre‐test quizzes project‐based learning rubric 8.2.12.C.3 designed world. in today’s society? assessment 8.2.12.C.4 student surveys written assignments 8.2.12.G.1 How has technology evolved throughout self and peer assessment human history? oral questions/ discussion oral presentations performance assessment How has technology helped to extend anticipatory set questions observations human capabilities throughout history? open notebook tests participation and rubrics midterm examination research assignments final examination RST.9‐10.3 Engineers and What are the major steps of the design do now journals portfolios RST.9‐10.9 designers use a process? 8.2.12.B.1 systematic process pre‐test quizzes project‐based learning rubric 8.2.12.B.2 known as the How does the design process help to assessment 8.2.12.B.3 “design loop” when produce more successful technologies? student surveys written assignments creating new or self and peer assessment improving old What are some methods used to share oral questions/ discussion oral presentations technologies. design ideas? performance assessment anticipatory set questions observations What is the difference between a model open notebook tests and a prototype? participation and rubrics midterm examination How have computers become useful in the research assignments evaluation and testing of a prototype? final examination RST.9‐10.3 Following safety What are the safety concerns to be do now journals portfolios RST.9‐10.10 procedures and using considered when working in a lab setting 9.2.12 F.3 personal protection in school or on the job? pre‐test quizzes project‐based learning rubric 9.2.12 F.4 equipment assessment 9.2.12 F.5 will reduce the risk of What protection can be used in a student surveys written assignments injury in a technology laboratory environment? self and peer assessment facility. oral questions/ discussion oral presentations performance assessment anticipatory set questions observations open notebook tests participation and rubrics midterm examination research assignments final examination RST.9‐10.3 Engineering design is What problems are typical to engineers? do now journals portfolios RST.9‐10.9 a creative and In what manner can these challenges be RST.9‐10.10 interactive process resolved? pre‐test quizzes project‐based learning rubric WORK.9‐ for identifying and assessment 12.9.1.12.A.1 solving problems that How are science, technology, engineering, student surveys written assignments WORK.9‐ meet established and math interrelated? self and peer assessment 12.9.1.12.A.4 criteria and oral questions/ discussion oral presentations WORK.9‐ constraints. performance assessment 12.9.1.12.B.1 anticipatory set questions observations WORK.9‐ open notebook tests 12.9.1.12.F.2 participation and rubrics WORK.9‐ midterm examination 12.9.2.12.A.1 WORK.9‐ research assignments 12.9.2.12.A.5 final examination TEC.9‐12.8.1.12.F.2 TEC.9‐12.8.2.12.C.3 RST.9‐10.3. A core engineering How do the constraints of a design do now Journals portfolios RST.9‐10.9. design skill is being challenge ultimately impact the final RST.9‐10.10. able to translate product? pre‐test quizzes project‐based learning rubric WORK.9‐ abstract concepts assessment 12.9.1.12.B.2 into functional ideas. Which societal influences impact student surveys written assignments WORK.9‐ engineering design? self and peer assessment 12.9.1.12.B.3 oral questions/ discussion oral presentations WORK.9‐ How is the final design determined? performance assessment 12.9.1.12.C.5 anticipatory set questions observations WORK.9‐ How do engineering designs dictate open notebook tests 12.9.1.12.F.2 societal behaviors and changes? participation and rubrics TEC.9‐12.8.1.12.F.1 midterm examination TEC.9‐12.8.2.12.A.1 What is the natural evolutionary process research assignments TEC.9‐12.8.2.12.B.1 that occurs in design? TEC.9‐12.8.2.12.B.2 final examination TEC.9‐12.8.2.12.C.3 TEC.9‐ 12.8.2.12.E.1 TEC.9‐12.8.2.12.F.1 TEC.9‐12.8.2.12.F.2 TEC.9‐12.8.2.12.F.3 RST.9‐10.3 Understanding how What types of equipment are needed to do now journals portfolios 8.2.12.C.1 technology functions, test the effectiveness of technology? 8.2.12.C.2 how it can be applied pre‐test quizzes project‐based learning rubric 8.2.12.C.3 and how it Why is it so important for average citizens assessment 8.2.12.E.1 sometimes it must be to become technologically literate? student surveys written assignments 8.2.12.E.2 repaired/maintained, self and peer assessment are all useful skills for Where can an average consumer learn oral questions/ discussion oral presentations anyone living in basic skills that will help them work with performance assessment modern society. the technology they use on a daily basis? anticipatory set questions observations open notebook tests participation and rubrics midterm examination research assignments final examination RST.9‐10.3 Society relies on Where can an individual train to become a do now journals portfolios RST.9‐10.10 specialized technicians technician in a specific technological field? 8.1.12.E.1 who must pass rigorous pre‐test quizzes project‐based learning rubric 8.1.12.E.2 training before working What special skills should a person possess to assessment 9.1.12 A.2 with a specific type of become a well‐rounded technician? written assignments student surveys 9.1.12 A.3 technology. self and peer assessment What fields in technology offer the greatest oral presentations opportunities for technical positions? oral questions/ discussion observations performance assessment anticipatory set questions participation and rubrics open notebook tests research assignments midterm examination final examination RST.9‐10.3 Interactive digital media What are the higher level interactions that do now Journals portfolios RST.9‐10.9. involves creating an people have with technology? RST.9‐10.10. experience that is both pre‐test quizzes project‐based learning rubric WORK.9‐12.9.1.12.A.1 functional and engaging What makes interactive media engaging? assessment TEC.9‐12.8.1.12.B.1 for the user. student surveys written assignments TEC.9‐12.8.1.12.D.2 How does the usability of interactive media self and peer assessment TEC.9‐12.8.2.12.B.3 influence the design? TEC.9‐12.8.2.12.F.1 oral questions/ discussion oral presentations TEC.9‐12.8.2.12.G.1 performance assessment anticipatory set questions observations open notebook tests participation and rubrics midterm examination research assignments final examination RST.9‐10.3 People use technology How do people share information and ideas? do now journals portfolios RST.9‐10.9.