OFFICE OF CURRICULUM & INSTRUCTION DRAFTING I. Grades Credits: 5

OFFICE OF CURRICULUM & INSTRUCTION DRAFTING I Grades 9-12 Credits: 5 ABSTRACT Drafting I offers the student an excellant foundation in drafting with hands- on experience in the development of individual projects/activities. Projects will include sketching, geometric construction, orthographic projection, isometrics, and metric drawing. The basic elements of mechanical and architectural design will also be introduced. Student assignments will be drawn manually using conventional drafting instruments, and also with computers using the latest AutoCAD technology. The primary class emphasis will be learning to draw using the computer drawing program. This class is very important for anyone considering a future career in engineering or architecture. The class will also be useful for students considering a technical career because it will teach the basics of understanding how to read a working design drawing. BOE approved 8/26/2014

Established Goals: NJ CCCS and/or CCSS: (include technology and 21 st century standards) Enduring Understandings: (students will understand...) Essential (Guiding) Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?) Learning Activities: (What specific activities will students do and what skills will students know as a result of the unit?) Class and Self Management/ Health & Safety Unit 1: 1 week 9.4.12.H.35, 9.4.12.H.40, 9.1.12.c.05, 9.4.12.C.48, 9.4.12.C.59, 9.4.12.C.43, 9.4.12.O.40 Safety is a priority in all school settings. Students are obliged to follow all rules, policies and laws regarding safety set by the Board of Education (MBOE), New Jersey and the Federal Government (OSHA). Student self-management is key to preventing accidents and injuries What are the safety concerns to be considered when working in a shop setting in school or on the job? What hazards and dangers can Personal Protective Equipment (PPE) be used to protect against? What elements should an effective school/occupation and safety and health program include? Divide class into 3 or 4 teams. Students will compete in a quiz bowl testing their safety sign/symbol knowledge. Use whatever is available to ring in (bell buzzer) Team with most correct answers receives extra credit reward. PowerPoint presentation on Historical Significance and Technological Impacts of Design Unit 2: 2 weeks 9.1.12.D.01, 9.3.12.C.05, 9.3.12.C.09, 9.4.12.C.05, 9.4.12.C.15 Technical drawing is a communication method. Information is cumulative throughout time Information advances exponentially up to the current day. Humans modify their world to meet human needs and wants. Why is it important to study significant historical figures and time periods in technology? What can we learn from the past? How has the world changed and how might it change in the future? Distribute Leonardo Da Vinci sketches to half the class and real world photos of the comparable item to the other half. Allow the students to analyze their images and circulate the room to find their partner image. PowerPoint presentation on civilization periods / ages. Research Technical Sketching Unit 3: 3 weeks 9.4.12.C.74, 9.4.12.D.07, 9.4.12.D.11 Almost everything designed is sketched first. Technical sketching is the freehand expression of the graphic language. Technical sketching is a valuable tool used as a means of communication for a designer or an engineer. What is the relationship between technical sketching and technical drawing? How is sketching said to be worth a thousand words? Why are pencils used when creating a sketch? Students will analyze sketches of two Rube Goldberg devices PowerPoint slide presentation of objects to be sketched. Demonstration one, two, three point perspective sketching. Demonstrations of 3-D sketching techniques including creating, material highlighting, and sketching textures.

Assessments & Evidence: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performance of understanding be judged?) Class and Self Management/ Health & Safety Unit 1: 1 week classroom and occupational safety procedures, PPE and hazardous signage. Research: Use magazines and websites to identify PPE and occupational safety procedures. -Laboratory work Create a group poster to the theme Safety Matters. Practice the safe use of tools and equipment. Implement safety procedures in the classroom. Model methods for maximizing personal productivity in a safe environment. Maintain the equipment in safe operating condition. Quiz on safety signage. Student self-assessment of safety procedures. Performance test to include safety scenarios and emergency situations. Informal, ongoing observations of students following safety procedures. Resources: Classroom supplies for Technological Learning Activities (TLA) Historical Significance and Technological Impacts of Design Unit 2: 2 weeks Laboratory work Create a model, pictures or renderings, multimedia presentation, mobile, poster or a tri-fold to represent their selected inventor/designer/engineer/architect. Explain the cultural and societal effects resulting from the dramatic increases of knowledge and information available today. Describe how the legacy of earlier societies and individuals influence subsequent generations. Reflect on past innovators that have made significant contributions to society. Visual products Self and peer evaluation Quiz on civilization periods / ages Oral presentations Group discussions Technical Sketching Unit 3: 3 weeks Research Rube Goldberg devices and uses of simple machines. Technical sketching practice Create drawing of brick support device and balsa wood bridge. Enrichment activity Build a model from your sketch with the help of the teacher. Freehand sketch various geometric and everyday objects found in the technical drawing lab. Sketch 3-D objects in an isometric view. Use color pencils to show shading and give objects a 3-D appearance. Utilize sketching techniques to achieve appearance of texture and material. Sketches as documented in student portfolios Self and peer evaluation of final solution to Rube Goldberg drawing Oral description of final drawing to class and Design

Cross-curricular / differentiation: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Class and Self Management/ Health & Safety Unit 1: 1 week http://www.osha.gov http://www.state.nj.us Teacher can group students based on learning level, or grade level in order to optimize learning. Students performing at a higher level can be given a more complicated work to perform. Students performing at a lower level could be provided with specific resources to support the creation of a report. Historical Significance and Technological Impacts of Design Unit 2: 2 weeks learning level, or grade level in order to optimize learning. can be given a more complicated work to perform. could be provided with specific resources to support the creation of a report. The class requires descriptive technical writing Technical Sketching Unit 3: 3 weeks www.instructables.com www.me.umn.edu www.ubatc.edu learning level, or grade level in order to optimize learning. can be given a more complicated project to perform. could be provided with specific resources to support the creation of a report. The class requires descriptive technical writing

Learning Activities: (What specific activities will students do and what skills will students know as a result of the unit?) Unit 4: 2 weeks Lettering Allow your students either individually if a computer lab is available or with a projector and laptop. Then give the students sample copy of fonts and direct them to use the remainder of the period to design a personal monogram or logo using their initials that can be used on a master portfolio page for the remainder of year. PowerPoint slide presentation of classifications of lettering styles, lettering uniformity, lettering tools and spacing. Teacher demonstration of lettering, numbering, hand positioning, using guidelines and left hand techniques. Teacher demonstration of hand lettering Lettering Exercises Unit 5: 3 weeks Dimensioning and Drawing to Scale Each student should measure, calculate and draw a sketch of their chair in quarter inch scale. Dimension height, distance from ground to top, from ground to seat, and all the widths Teacher demonstration of lines used in dimensioning, placement of dimension and extension lines, drawing arrowheads and leaders. Teacher demonstrations of writing fractions, decimals and metric dimensions. Activities Create a drawing to help students distinguish between extension lines, dimension lines, arrowheads, center line and leaders. Dimensioning Exercises Complete dimensioning exercises Unit 6: 1 week Geometry and Mathematical formulas Students will be divided into 4 teams and teacher will direct students to analyze the class and record as many geometric shapes as they can in the classroom within 5 minutes. PowerPoint slide presentation of objects to be sketched. Review the big inch handout Research Mathematical formulas and methods used to divide objects.

Assessments & Evidence: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performance of understanding be judged?) Unit 4: 2 weeks Lettering Self and peer evaluations Performance Task Rubric Individual projects Write letters, numbers, fractions and decimals in ANSI style, gothic, modern and italics styles. Use CAD software to create layout and lettering. Annotate drawings with notes, labels and dimensions in various systems (Engineering scale, metric and US). To identify and select appropriate lettering styles for the drawing being done. Space words correctly using correct strokes in ANSI style lettering. Resources: Classroom supplies for Technological Learning Activities (TLA) www.slideshare.com www.autodesk.com Cross-curricular / differentiation: Teacher can group students based on learning level, or grade level in Unit 5: 3 weeks Dimensioning and Drawing to Scale Self and peer evaluations Performance Task Rubric Individual projects Identify and apply dimension lines, extension lines, and leaders. Select fractional, decimal and metric dimensions for varies types of drawings. Place dimensions in a practical and effective method so they are all accurate and legible. Dimension geometric shapes including rectangles, circles, arc, fillets, cylinders, holes and miscellaneous shapes. Determine the necessary dimensions for a given drawing. Draw objects by hand as well as on the computer. www.slideshare.com www.autodesk.com learning level, or grade level in order Unit 6: 1 week Geometry and Mathematical formulas Visual products Student self-assessment Quiz on use of drawing equipment and mathematical formulas. Individual projects Draw examples of various triangles, quadrilaterals, circles, arcs and polygons. Divide a line into equal parts or proportional parts. Draw specific angles using a triangle (tool) or the tangent, sine or chord method. Draw various geometric shapes from written specifications. Apply various mathematical formulas in the drawing of geometric shapes. www.autodesk.com www.efunda.com/math www.eformulae.com www.mathconnect.com learning level, or grade level in order

(What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Unit 4: 2 weeks Lettering order to optimize learning. Students performing at a higher level can: o Incorporate more difficult projects o Be given a more complicated project to draw. Students performing at a lower level could be: o Provided with specific resources to support the creation of a report. The class requires basic mathematical The class requires descriptive technical writing Unit 5: 3 weeks Dimensioning and Drawing to Scale to optimize learning. can: o Incorporate more difficult projects o Be given a more complicated project to draw. could be: o Provided with specific resources to support the creation of a report. The class requires descriptive technical writing Unit 6: 1 week Geometry and Mathematical formulas to optimize learning. can: o Incorporate more difficult projects o Be given a more complicated project to draw. could be: o Provided with specific resources to support the creation of a report. The class requires descriptive technical writing

Established Goals: NJ CCCS and/or CCSS: (include technology and 21 st century standards) Enduring Understandings: (students will understand...) Essential (Guiding) Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?) Learning Activities: (What specific activities will students do and what skills will students know as a result of the unit?) Unit 7: 8 weeks Projections and Views In engineering drawing 9.1.12.A.04, 8.2.12.A.01, 8.2.12.B.01, 9.4.12.O.09, 9.4.12.01.03, 9.4.12.O1.09 Many rules and accepted techniques for drawing orthographic projections have become industry standards. A projection or view is used to provide information about locating specific features such as holes or the intersection of planes. An orthographic projection is a means of representing a 3D object in 2D Why is it necessary to illustrate 2 and 3 view drawings in proper placement to one another? Why are 2-D orthographic drawings used to show true size and appearance of a 3-D object? How is the visual language of design used to communicate a solution to solve a problem? Have several orthographic projections taped to the white board or project digitally and one at a time, hold up the products they represent. Have students try to figure out which drawing is the companion to which product. Unit 8: 8 weeks Pictorials and Renderings 9.1.12.A.04, 8.1.12.F.01, 9.4.12.O.04, 9.4.12.O.21, 9.4.12.O1.07 A pictorial drawing is one in which the object is viewed in such a position that several faces appear in a single view (Isometric). Two or more views of an object can convey an idea of shape and form to people who are familiar with this type of drawing. Why would an engineer use a pictorial drawing to model a design? What is the relationship between a perspective and an isometric drawing? Images of a hovercraft and other experimental military vehicles can be shown to the class either digitally or in 2D. Have students try to explain what it is, how it functions, and brainstorm some unique uses for the vehicle. Unit 9: 10 weeks Problem Solving and Real World Design Applications 9.1.12.B.03, 8.1.12.F.01, 8.1.12.A.04, 8.2.12.A.01, 9.4.12.O.15, 9.4.12.02.03 Rapid societal changes in technology and communication have increased the need for students to be able to identify and solve real problems, by using the appropriate tools, reason effectively and think critically. Design and engineering processes are affected by design constraints and specific limitations. What is the value of working as a team to develop a product? How are hands-on, real world applications of abstract mathematical concepts tied into the success of a technology education project? What are the negative and positive societal, environmental and economic impacts of designing a technological system? Students will design and draw in orthographic projection a balsa wood bridge. Students will build, using their drawing, a bridge that is designed and built following an engineering specification. Each student will be the designer of the structure.

Assessments & Evidence: (Through what authentic performance tasks will students demonstrate the desired understandings?) Unit 7: 8 weeks Projections and Views In engineering drawing Describe the concept of draft on a plastic mold using digital images. Review positioning of views on an orthographic projection. Research Research on the Internet what makes a product safe for children 3 to 7 years old. Research Capabilities, resources and costs of a manufacturing plant molding urethane automobile bumpers. Determine the necessary views to correctly represent a 3D object. Develop and draw an orthographic projection Identify and create an assembly drawing. Project a third view from a 2 view drawing. Describe the purpose of specifications used when designing. Explain the concept of a stakeholder as applied to the process of product design. Orthographic projections of several products Produce detailed specifications and constraints of your design. Student self assessment Unit 8: 8 weeks Pictorials and Renderings Teacher demonstration of how to draw an isometric, pictorial view. Teacher explanation of technology learning activity (performance task. Activities Students will research how a hovercraft works. Students will research and sketch simple hovercraft designs Students will individually develop a new hovercraft design in and draw it in an isometric, pictorial view. The proficient student will be able to: Draw angles, circles and arcs in isometric. Produce an isometric section drawing. Identify X, Y and Z axis. Develop a technological solution to a given problem using pictorial and given constraints. Sample pictorial drawings on assigned objects and hovercraft vehicle Student self assessment Individual projects Unit 9: 10 weeks Problem Solving and Real World Design Applications The teacher will be the judge of the student design. The only materials that can be used are balsa wood and wood glue. Each bridge will be tested to determine the weight carrying capability of the structure. The drawings will be judged on accuracy, neatness, and technical detail. The bridge model will also be assessed for neatness by the teacher and class. An architectural floor plan will be created by student groups. A cardboard model of the house will be built to scale. The proficient student will be able to: Select and safely use tools, products and systems solve the specific real world challenged posed to them. Use computers and calculators in various applications of problem solving. Document processes and procedures and communicate them to different audiences using appropriate drawing techniques. Scale model of solution Site plan drawn to scale Floor plan Design file and portfolio including building drawings. Include notes on

(By what criteria will performance of understanding be judged?) Unit 7: 8 weeks Projections and Views In engineering drawing Resources: Classroom supplies for Technological Learning Activities (TLA) www.slideshare.net www.technologystudent.com Cross-curricular / differentiation: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Teacher can group students based on learning level, age, or grade level in order to optimize learning. Students performing at a higher level can: Incorporate more difficult drawings. Be given a more complicated drawing to create. Students performing at a lower level could be: Provided with specific resources to support the creation of a report. The class requires basic mathematical The class requires descriptive technical writing Unit 8: 8 weeks Pictorials and Renderings www.engineeringessentials.com learning level, age, or grade level in order to optimize learning. can: Incorporate more difficult drawings. Be given a more complicated drawing to create. could be: Provided with specific resources to support the creation of a report. The class requires descriptive technical writing Unit 9: 10 weeks Problem Solving and Real World Design Applications rejected ideas and notes used by the group during the designing phase. http://learnzillion.com learning level, age, or grade level in order to optimize learning. can: Incorporate more difficult drawings. Be given a more complicated drawing to create. could be: Provided with specific resources to support the creation of a report. The class requires descriptive technical writing