CareerAcademy Integrated Unit Plan

Academy Name: Engineering AcademySchool: DeLand High School

Integrated Unit Plan Title:Foundations
Courses to integrate: Geometry/Honors, Principles of Technology I, Engineering Technology I
Grade Level: 9
Timeline & Duration: First 2 weeks of school
Unit Summary: Fundamental terminology and concepts being learned at the beginning of the geometry course will be reinforced in the Applied Physics and Engineering Technology courses. Students will apply vector relationships to solving problems, and use AutoCAD skills to enrich subject matter.
Overview of Activities/Lessons per Course
Course / Geometry/Honors / Principles of Tech I / Engineering Tech I
Activity/Lesson / Students will learn the basic Geometric terms and use them to find segment and angle measurements including the types of angles formed by parallel lines. / Scalar vs. Vector Measurements/Vector Mapping / Students will learn basic AutoCAD commands and applications in order to reinforce the geometry curriculum.
Activity/Lesson / Students will identify and classify the types of triangles and the special segments associated with triangles.

Lesson Instructions for Geometry/Honors, Activity 1: Introduction to Geometry

Standards (Performance Tasks or Course Frameworks or Standards): MACC.912.G-GPE.2.6, MACC.912.G-GPE.2.7, MACC.912.G-CO.1.1, MACC.912.G-CO.3.9, LACC.910.RST.2.4, LACC.910.RST.3.7.
Rigor & Relevance (quadrant): B (Application)
Instructions to Teacher: Instruct students on the Basic Geometric terms including collinear and coplanar. Instruct students on how to find the distance and midpoint of a segment on the coordinate plane. Instruct students using patty paper to discover the relationships of pairs of angles formed by parallel lines and a transversal.
Instructions to Students: Complete practice problems on Geometric terms, segments, and angles. Complete discovery project on parallel lines.
Instructions for Student Accommodations: Hands on activity, group and individual activities. Subject matter expertise according to their activity discovery project.
Assessment for Activity:Completion of class work assignments from textbook and related handouts on terms, segments, and angles. Completion of discovery project.
Approximate Length of Time for Activity: 3 weeks (50 minute class periods).
Materials Needed: Geometry textbooks, topic handouts, patty paper, 6” ruler or straight edge. Reference materials.
Resources Needed: “Geometry Plane & Simple”, Creative Publications, pages 1, 2,5, 9, 33, 61, “Patty Paper” booklet.
Attachments: None.

Lesson Instructions for Geometry/Honors, Activity 2: Introduction to Triangles

Standards (Performance Tasks or Course Frameworks or Sunshine State Standards): MACC.912.G-CO.4.12, MACC.912.G-CO.3.10, MACC.912.G-SRT.2.4, LACC.910.RST.1.3, LACC.910.RST1.3.
Rigor & Relevance (quadrant): B (Application)
Instructions to Teacher: Instruct students on the types of triangles and the special segments for triangles. Demonstrate to the students the properties of angle, perpendicular bisectors, and finding the points of concurrency of altitudes, medians, angle and perpendicular bisectors using patty paper and a straight edge.
Instructions to Students: Complete textbook and handouts assignments on types of triangles, altitudes, medians, midsegments, angle and perpendicular bisectors, and the points of concurrency.
Instructions for Student Accommodations: Hands on activity, group and individual activities. Subject matter expertise according to their activity discovery project.
Assessment for Activity:Completion of class work assignments from textbook and related handouts on terms, segments, and angles. Completion of all patty paper discovery activities.
Approximate Length of Time for Activity: 2 weeks (50 minute class periods).
Materials Needed: Geometry textbooks, topic handouts, patty paper, 6” ruler or straight edge. Reference materials.
Resources Needed: “Geometry Plane & Simple”, Creative Publications, pages 33, 36,55.
“Patty Paper Geometry”, Key Curriculum Press, 1994.
Attachments: None.

Lesson Instructions for Principles of Technology I: Vector Relationships

Standards (Performance Tasks or Course Frameworks or Sunshine State Standards): SC.912.P.12.1
Rigor & Relevance (quadrant): C (Assimilation)
Instructions to Teacher: Teacher will present lesson compare/contrast scalar and vector quantities. Practice problems, demonstrate vector mapping, adding vectors along a straight line and at angles.
Instructions to Students: After instruction, students will participate in vector mapping scavenger hunt activity to demonstrate proficiency with vector mapping.
Instructions for Student Accommodations: Group instruction, peer mentors, extended time as needed.
Assessment for Activity:Vector scavenger hunt (rubric is on the worksheet).
Approximate Length of Time for Activity: 2 class periods.
Materials Needed: Meter stick, rulers, compass, protractor, paper, pencil/pens.
Resources Needed: Classroom only.
Attachments: Vector scavenger hunt worksheet.

Vector Scavenger Hunt

This activity is designed to be completed in one class period. It is designed to be performed in the lab room. Working in small lab groups, students will create a vector map during the first half of the period. Each lab group will "hide" a commonplace object at the "finish" for the group following their map to find. They then will be given another group's vector map to follow during the last half of the period.

Objective: To create a map using vectors, and to follow a vector map.

Materials:

  • meter stick
  • centimeter ruler
  • compass
  • paper

Map Requirements

  1. Each map must consist of a minimum of five different vectors. A different vector is defined as one having a different magnitude and a different compass direction. A vector must have a minimum length of 50 cm.
  2. A different starting position is assigned for each lab group. Each lab group must clearly indicate this position on their list of vectors.
  3. Each lab group must create a vector map. This map must state the scale used, must include each vector drawn with the appropriate magnitude and direction, must include a compass rose, and must include a list of vectors. The start and finish must be noted.

Scoring Rubric

Activity / Points Awarded
Minimum of 5 vectors / 30
More than 5 vectors / 2 pts for each one up to a total of 10 pts
Other group successfully follows your map / 10
Scale indicated on map / 5
Vectors drawn "tips-to-tails" / 5
Compass rose included / 5
List of vectors included / 5
Questions answered individually / 10 pts each (or 30 pts total)

Questions

  1. What total distance did you travel as you followed the map? Explain how it was found. Show any calculations that you performed.
  2. What was your displacement? Explain how it was found. Show any calculations that you performed.
  3. How did this activity demonstrate the difference between a vector and a scalar term?

Lesson Instructions for Engineering Technology I: Introduction to AutoCAD

Standards (Performance Tasks or Course Frameworks or Sunshine State Standards): 11.04, 17.06, 25.01, 25.05, 25.06
Rigor & Relevance (quadrant): A (Acquisition)
Instructions to Teacher: Introduce AutoCAD to students. Show basic commands, such as point, line, and ray along with ortho, osnap, and constraints in order to reinforce terminology and concepts being learned in geometry. Refer to the geometry curriculum map to review the vocabulary and learning targets. Use geometry textbook and class assignments as a resource, also.
Instructions to Students: Using AutoCAD, show and define geometric terms and concepts with commands and applications.
Instructions for Student Accommodations:Hands-on learning, follow along.
Assessment for Activity:Design and create a CAD drawing of a figure using commands in relation to the fundamental terms and concepts being learned in geometry.
Approximate Length of Time for Activity: 2 weeks.
Materials Needed: Geometry vocabulary list, computer, AutoCAD, paper, pencil, ruler, protractor.
Resources Needed: Geometry vocabulary list, textbook, class assignments.
Attachments: None.