Integrated Project by Luis Zuniga

Grade 9 Integrated Technologies Course of Study Curriculum Development for Technological Studies ETS1040Y

Prepared for: Bernie Burns Prepared by: Olenka Pushan Art Tang Luis Zuniga Date: January 24, 2008

PREFACE This Grade 9, Part 1 - Open Course of Study is titled “Integrated Technologies - TT110”. The Credit Value we will be working with is 0.5 and the Course is 55 hours in Length. Unique is how we describe this specific Course of Study. Let us take a moment to explain the main features of this course. We will be strategically combining three equally stimulating fields of discipline to create/produce a brilliant culminating product/design, which we have jointly named “Eat My Dust - CO2 Car”. The three Technical disciplines that will be participating in this Integrated Program are: Transportation Technology, Communications Technologies and Technological Design. Q#1 “It is important for students to be able to relate what they learn in school to something in their lives. An Integrated Curriculum is designed to help students see the links between different subject areas and understand that what they learn is meaningful and necessary in the context of the world outside of school”. Throughout this entire process and within all three of these specialty fields the students will strengthen subject-specific skills, knowledge, planning, preparation, structure and communication skills. The culminating project will develop team cooperation skills, follow through, positive re-enforcement and positive attitudes. The students will leave this course feeling empowered, confident and supporting newly developed life and transferable skills that will help guide them through this journey we call life. This Integrated Course of Study is organized through a four phase rotating process. The students will rotate through three Technology areas (listed above). They will practically and theoretically learn and develop subject-specific skills, research skills and knowledge that will lead them to produce the designs and patterns they require to successfully construct, finish, and present an operational culminating project. For their fourth rotation the students will work together to make, create, and proudly present their own CO2 car. Made to their very own specifications, measurements and design theories that they developed and refined in their first three rotations. Q#2 “Students often have a difficulty in seeing how concepts in one subject relate to those in another”. Through this integrated approach of teaching students will better understand and learn the connections between various subjects. Q#3 “The opportunities for building bridges between disciplines are abundant” for students, teachers and school boards alike. References: • Grade 9 sample Unit Plan July 04, 2007 – Pamela Stepanian, Steven Lewis and Adrian Johnson; • Curriculum Development Reader for Technological Studies 2007-2008 OISE/UT; • The Ontario Curriculum - Grades 9 and 10 - Technological Education 1999 (Ministry of Education & Training); • Ontario secondary Schools - Grades 9 and 12 – Program Planning and Assessment 2000 (Ministry of Education & Training); • Ontario secondary Schools - Grades 9 and 12 – Program and Diploma Requirements 1999 (Ministry of Education & Training); Reference - Quotes: Q#1: Curriculum Development Reader for Technological Studies 2007-2008 OISE/UT, “Towards an integrated Curriculum”, pg B16. Q#2: Curriculum Development Reader for Technological Studies 2007-2008 OISE/UT, “Towards an integrated Curriculum”, pg B16. Q#3: Curriculum Development Reader for Technological Studies 2007-2008 OISE/UT, “Towards an integrated Curriculum”, pg B20. Grade 9 Integrated Technologies Course of Study

PREFACE (continued) Team Members: Olenka Pushan first learned how to sew when she was 8 years old and has never looked back. Ms. Pushan graduated with honours in “Creative Fashion Design” from George Brown College. While attending college Olenka launched her own business as a prosperous Fashion Designer designing and sewing custom garments for clients for 22 years. Currently Olenka spends much of her time working and volunteering with non-profit organizations and after school care-programs directing, coordinating and teaching a variety of classes to children and adults living in marginalized communities. Arturo Tang has been in the automotive industry as an apprentice and licensed technician since 1995. He has earned an Automotive Service Technician Certificate of Qualifications with “Interprovincial Standards”. He has gained valuable knowledge and experience working in a general shop. This allowed him to familiarize himself with the many makes and models of cars in the automotive industry. Arturo has also gained valuable insight on how dealerships operate by being employed as a service technician at a Honda Dealership. This will allow him to answer questions from students on differences between general shops and dealerships. Luis Zuniga has worked in the telecommunications industry as a media and I.T. consultant for over 15 years. His experience is complemented by two college degrees he completed in audio engineering and audio & visual technologies. As a technology consultant, Luis has had the opportunity to develop and deliver many training seminars for both technical and professional services audiences.

Our sincere gratitude and thanks extended to: Bernie Burns, Sara McKitrick, Bob Corney and Michael Tudor for your wholehearted assistance, positive and constructive feedback, role modeling and guidance throughout this entire Grade 9 Integrated Technologies Course of Study Assignment development process.

_____________________________________________ Olenka Pushan

____________________________ Date

_____________________________________________ Arturo Tang

____________________________ Date

_____________________________________________ Luis Zuniga

____________________________ Date

Grade 9 Integrated Technologies Course of Study

Table of Contents Preface

Team Members

Course Data Sheet

Course Description

Course Expectations

Destreaming Policy

Integration Policy

Health and Safety Policy Racial and Gender Equity Policy

Organizational Model

Sequence of Units

Integrated Project

Assessment and Evaluation Policy

Course Rubric Appendices • (U1) Unit Plan 1 – Technological Design • (U2) Unit Plan 2 – Transportation Technology • (U3) Unit Plan 3 – Communications Technology

Grade 9 Integrated Technologies Course of Study

6,7

13,14 15

iii

OISE/UT

COURSE OF STUDY DATA SHEET York Region School School Board Bayview Secondary School

Technological Studies Department

Integrated Technologies, Grade 9, Open Course Title

Part 1

TT110 Ministry Course Code The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999 Name of Ministry Curriculum Policy Guideline

Int. SR. Division

Grade 9

Open W. C. Type/Destination

Credit Value: 0.5

Prerequisites/Corequisites: None Approved Textbooks to be used in the Course None Other Learning Materials Essential to the Course None Course Developed By Arturo Tang, Olenka Pushan, Luis Zuniga Grade 9 Integrated Technologies Course of Study

Date January 24, 2008 1

Course Description Integrated Technologies (TT110),Grade 9,Open,Part 1 (0.5 Credit)

This course enables students to understand the technological and computer concepts they will need in order to design, develop, and build usable products or to deliver services, as well as to pursue further technological studies. Students will use the technological design process and a variety of tools and software to solve problems, complete projects, and strengthen their communication skills. Upon completion of this course, students will be expected to have acquired many diverse technical skills and knowledge that may be applied to various career opportunities.

Grade 9 Integrated Technologies Course of Study

COURSE EXPECTATIONS The following course expectations for the Integrated Technologies, Grade 9, Part 1 d is taken from the Ontario Ministry of Education, the Ontario Curriculum, Technological Education, Grade 9 and 10, 1999. THEORY AND FOUNDATIONS

OVERALL TFV.01X TFV.02X TFV.03X TFV.04X

SPECIFIC TFS.01X TFS.02X TFS.03X TFS.04X TFS.05X TFS.07X TFS.08X

SKILLS AND PROCESSES

OVERALL SPV.01X SPV.02X SPV.03X SPV.04X SPV.05X

SPECIFIC SPS.01X SPS.02X SPS.03X SPS.04X SPS.05X SPS.07X SPS.08X

IMPACT AND CONSEQUENCES

OVERALL ICV.01X ICV.02X ICV.03X ICV.05X

Grade 9 Integrated Technologies Course of Study

SPECIFIC ICS.01X ICS.03X ICS.05X ICS.06X

Destreaming Policy As most students bring different abilities and approaches to learning, it is important to note that this course will incorporate diverse teaching strategies to ensure the success of the students in a destreamed environment. The course will challenge the students to approach learning from a practical and applied perspective. Emphasis will be given to the integration of critical thinking and its application through project work. This course will direct the students to complete project work that has practical application beyond the classroom and will serve to equip the students with skills that will serve them in the workforce. Within the course, students will be guided to develop strategies on how to transfer the skills they acquire from the project work towards other areas of their lives. Strategies that will be incorporated into the course include: • Student-directed learning – the students will be challenged to do their own research, discussions and problem solving. • Group work – the dynamics of cooperating with a group on a project is a vital component to developing skills necessary for success in school and in the workplace. • Project Based Learning – a significant amount of the course will be allocated to allowing the students to complete projects that incorporate concepts, designs and research. • Teacher-directed learning – Through lectures, discussions and demonstrations, the students will be introduced into topics and themes that will form the basis of the student project work. • Reflection/Feedback – The thoughtful review of what the students have accomplished, or the challenges the student faced is an integral component of the learning process. Through reflection and feedback, the students can build on their successes or correct their mistakes. To ensure that students are progressing through the course, regular evaluation and assessments will be conducted. Through informal discussions and review, individual progress can be determined to allow for clarification of information, the addition of new information, or the developing of new methods of instruction to allow for different styles of learning of the students. Evaluations and assessments will include: • Quizzes • Peer Reviews / Teacher Reviews • Project Evaluations • Participation Through regular evaluations and assessments, strategies to accommodate for different learning styles can be developed. Some strategies to help students with special needs may include: • Allowing extra time for completion of activities • Developing alternate instruction material for learning disabled students • Individual teacher assistance where required for instruction or evaluation • Peer tutoring Grade 9 Integrated Technologies Course of Study

Integration Policy An integrated curriculum is one that is designed to develop studentsâ&#x20AC;&#x2122; ability to apply existing skills and knowledge to solve problems as they arise. This ability is developed when students practice their skills and knowledge learned from one subject discipline to another subject discipline and relates their learning to real life situations. It is imperative for students to be able to relate what they learned in school to a broader context and see the connections between their studies and the world outside the school. This course offers an opportunity for students to see how three different broad based technology disciplines are able to draw upon their knowledge and skills and demonstrate cross curriculum learning through an integrated project. The main approach to this integrated course is to provide students with knowledge and skills in three different broad based technologies which are design technology, transportation technology and communication technology. There will be an introduction session that will provide the students with an overview of the integrated project. There will also be a presentation by passport to safety emphasizing precautions and safety procedures in the shop. Students will then be divided into groups of 20 and will complete separate units in design technology, transportation technology and communications technology taught by subject area specific teachers. Each group of 20 students will be on a rotating basis until all groups have completed the three units. During this time, subject area specific teachers will maintain a focus on interdisciplinary links with tasks suited for developing the final project. These interdisciplinary links are important to ensure that students can see the connections between the three broad based technologies. Alongside tasks developed for the project, students will also be developing subject area specific knowledge and skills. When all groups have completed the three units the students will be prepared to start the integrated project. This is where the students will make the connection between the three broad based technology and produce the final product. As the students are producing the final product, they will be supervised by the three subject area specific teachers. At the end of this course students will present their finished project and have the opportunity to compete against their peers with an eventual winner from one of the three classes. Evaluation will be teacher and peer based. Students will also have a reflection session to talk about the design process, product development and any problems they encountered. The primary teaching strategy for the integrated project will be a Product Develop flow chart. This is where the students would use their accumulated knowledge and skills to research and design solutions, problem solve and refine their designs to fabricate the final product. During the final stages of fabricating the product, each teacher will be available at all times to the students to provide guidance and mentoring in their specific subject area. A collaborative approach will be required for the teachers.

Grade 9 Integrated Technologies Course of Study

Health and Safety Policy Health and safety in technological education is the utmost important aspect in each course. In every course students must be made aware that health and safety are everyoneâ&#x20AC;&#x2122;s responsibility. This is especially true for grade 9 programs where students are entering a shop setting for the first time. Health and safety begins with demonstrations, instructing and training in class on the procedures before using the equipment. While using the equipment, personal practice gear is mandatory. Safety rules must be obeyed at all times and any unsafe conditions must be reported immediately. Health and safety issues will be introduced to the class by a passport to safety presentation. Students will be required to pass the passport to safety test. Upon completion of the test, the students will use the safety passport to track and verify whether the student has been trained on the equipment and has shown competence. The teacher will demonstrate the safe and proper way to operate the equipment and proper personal protective equipment required. Students will need their passport initialled by the teacher in order to use the equipment. To get the initial, each student will need to pass an oral test on the safe operation of the equipment and show competency in operating the equipment. Students who were absent from the demonstration by the teacher will not be allowed to use the equipment until they have seen the demonstration. A makeup opportunity will be provided. Before using the equipment, each student will show their passport with initials to the teacher. This will verify if the student has successfully demonstrated competence in operating the specified equipment. Personal protective gear will be provided by each teacher. The personal protective gear will include gloves, protective clothing, ear plugs and safety glasses. Classroom practice and learning environment would comply with relevant municipal, provincial and federal health and safety legislation. The resource and curriculum materials that will be used are WHMIS, material safety data sheets and passport to safety. In the event that a student causes an unsafe situation to occur in the classroom, the result will be disciplinary action taken by the teacher. Disobeying and abusing safety rules may result in removal from the class and a loss of course credit. Horseplay and unsafe practices will not be tolerated in the shop area. All injuries must be reported to the teacher and the teacher must report all injuries to the main office. Each student must know where the fire alarms are located. Emergency numbers must be posted near all telephones. First aid kits must be approved by the board of education and be regularly updated and replenished.

Grade 9 Integrated Technologies Course of Study

Rules and Responsibility for Teachers and Students The teacher must ensure that: • Electrical equipment or circuits are to be handled only by qualified and authorized personnel • All flammable liquids and acids must be kept in safe containers and properly identified • Check equipment consistently for unsafe conditions • Personal protective equipment is available • Floor and work surfaces are kept clean and free of hazards • Emergency exits are clear • Material data sheets are available • Emergency shut off devices and fire extinguishers are clearly identified The teacher must ensure that all students: • Wear approved personal protective apparel • Obey all rules, signs and instructions • Receive proper operating instruction for the equipment • Maintain clean work area • Remove jewellery and tie up long hair • Do not operate machinery unless all guards are in place • Horse play is dangerous and will not be tolerated • Are familiar with fire exits, fire extinguishers and emergency procedures Student responsibilities are to: • Not operate any piece of equipment unless assigned to by the teacher • Protect yourself and others by helping keep the facility clean and tidy at all times • Report any defective equipment • Wear the required personal protective equipment • Practice safety instructions and procedures • Do not remove, “Danger or lock out tags,” placed on machinery or equipment • Safety devices on equipment must not be removed or made inoperative • Report all injuries or illness in the classroom to the teacher • Inform teacher of any physical limitations that would impede full participation in the course • Avoid horseplay and dangerous conduct in the shop area

Grade 9 Integrated Technologies Course of Study

Racial and Gender Equity Policy In order to create an inclusive and open classroom, there will be an emphasis on creating a learning environment where all students feel free from bias or discrimination regardless of their gender, race, religion, ethnicity, and physical or mental disability. The strategies that will be used in this Grade 9 integrated technology course to ensure equity for all students include: • The acknowledgement and declaration that all students have a fundamental right to an education and a right to participate in the course. • Ensuring that all students have a chance to participate in tasks or roles that may be traditionally considered “male” or “female”. • Use presentation materials that depict racial minorities in roles traditionally occupied by nonminorities. • Consciously assign group work that allows for a diverse mix of students from various types of gender, racial or ethnic backgrounds. • Allow for discussions to address any racial or gender bias that may violate the principles of equity. • Introduce students to experts or guest speakers that are representative of racial or gender groups that promote gender/racial equity. Components crucial to creating an environment of equity include: • Professional Development of the Teacher: o Through seminars, training, and readings, the teacher will continue to develop learning’s and insight about race and gender equity and develop strategies to combat racism. o Engage guest speakers to deliver workshops and presentations regarding issues of gender and race equity. o Research and integrate materials that outline new strategies for introducing anti-racism and gender equity messages and approaches into the curriculum. • Classroom Behaviour: o The teacher must be aware and understand the equity challenges that each student may be experiencing and be sensitive to these issues when working with the students. o Allow for frank and open discussion around gender, race, religious and ethnic issues that may be found in the media, community or school. o Intervene when there are violations of equity in the classroom • Parental Involvement: o Involve the parents as much as possible in the learning experience of the student. o Allow for the participation of the parents in school activities and/or projects. o Regularly communicate with the parents to ensure the parents are aware of any positive or negative situations that student may be experiencing.

Grade 9 Integrated Technologies Course of Study

O Organiza ational Model M Grade 9 Integraated Tech hnologies,, Open, P Part 1 (TTII10) 55 x 60 m minute cllasses Cou urse Introducction (all gro oups, all classses) ‐ 2 Classses (150 Min nutes) 1 Class (60 Minu utes) ‐ Coursse objectivess, integrated d project intrroduction 1 Class (60 Minu utes) ‐ Geneeral safety prrocedures 1 Class (60 Minu utes) ‐ Desiggn Gro oup A (20 Stu udents)

Group B (20 Studentss)

Group C (20 Sttudents)

Unitt 1 ‐ Technollogical Dessign

Unit 2 ‐ Transportatio T on Technolo ogy

Un nit 3 ‐ Comm munications Tecchnology

10 C Classes

10 Classees

10 Classes

Gro oup B (20 Stu udents)

Group C (20 Studentss)

Grroup A (20 Sttudents)

Unit 1 Technolo ogical Dessign

T on Unit 2 ‐ Transportatio Technolo ogy

Un nit 3 ‐ Comm munications Tecchnology

10 C Classes

10 Classees

10 0 Classes

Gro oup C (20 Stu udents)

Group A (20 Students)

Grroup B (20 Sttudents)

Unit 1 Technolo ogical Dessign

Unit 2 ‐ Transportatio T on Technolo ogy

Un nit 3 ‐ Comm munications Tecchnology

10 C Classes

10 Classees

10 0 Classes

Grou ups A, B, C Unitt 4 ‐ Integrated Project: C C02 Car 18 C Classes (1080 0 Minutes) Project Presentaation (All Gro oups, All Classes) Finaal Races 3 Claasses (180 M Minutes) Refleection and R Review 1 Claass (60 Minu utes)

Grade 9 Inteegrated Technologies Course of Study

SEQUENCE OF UNITS When implementing an Integrated Technologies Course of Study with three or more subject groupings structure, cooperation, communication, organization, timelines and a sequence of events is critical to ensure everything progresses along smoothly. We have three separate discipline teachers and each one will instruct twenty students at a time (generally). The students will stay with one teacher until their unit is complete (one unit = 10 - 1hr lessons) and then move onto the next teacher until every student has worked with everyone of the three teachers from each of the different disciplines. Each group of twenty students will experience the subject-specific units in a different order (view organizational model table). The course duration we are working with is 55 hours. The course is broken down into 55 classes with each class running 1hour in length. Each 1 hour lesson incorporates both theory and practical instruction. 1. COURSE INTRODUCTION: 1 class - 60 minutes All sixty students will gather in the auditorium and the three teachers will explain the objective of an Integrated Program and introduce the course and final culminating project. 2. SAFETY INTRODUCTION: 1 Class – 60 minutes All sixty students will gather in the auditorium and the three teachers will introduce and detail the safety rules, regulations policies and procedure of shop safety in general. Each individual teacher will expand on subject-specific safety procedures at the beginning of their own units. 3. DESIGN INTRODUCTION: 1 Class – 60 minutes The Technology Design teacher will give a basic overview of design to get all the students started on the same path. 4. UNIT 1: TECHNOLOGICAL DESIGN: 10 Classes – 600 minutes Students will learn the design process, which consists of design, drafting and colour and plan the measurements, design and colour in preparation for the culminating project. 5. UNIT 2: TRANSPORTATION TECHNOLOGY: 10 Classes – 600 minutes Students will learn the history of automobiles, equipment, tools, aerodynamics and build the CO2 car out of wood. 6. UNIT 3: COMMUNICATIONS TECHNOLOGY: 10 Classes – 600 minutes Students will learn the research process, the effect and properties of aerodynamics, create a power point presentation and posters to help generate interest and awareness towards the final race event. 7. UNIT 4: FINAL PROJECT “EAT MY DUST–CO2 CAR”: 18 Classes – 1080 minutes Students will use their skills and knowledge learned during the first three units of study and apply them to create their very own CO2 car. 8. PRESENTATIONS AND FINAL RACE EVENT: 3 Class – 180 minutes The students will stand up in front of the class and present their CO2 cars and reports to their peers and teacher before they race their cars and enjoy the outcome of their labour. 9. REFLECTIONS: 1 Class – 60 minutes The students will reflect upon the entire Integrated Technologies process from start to finish and discuss what went well, what could be improved upon and how they would or would not make changes.

Grade 9 Integrated Technologies Course of Study

INTEGRATED TECHNOLOGIES COURSE PROJECT The role of projects in Integrated Programs is to provide and develop students’ knowledge and skills in a variety of Broad Based Technologies. Using project ideas seen and experienced in everyday life helps students relate their learning to real-life situations. Students will also be shown how concepts and skills in one subject relate to those in another, within many different fields of existence such as classrooms, schools, neighbourhoods, communities, cities, provinces, countries and anywhere in the world outside school. The main theme or culminating project in our program is an “Eat My Dust – CO2 Car” and Community supported Race. This car is propelled by compressed air. The students will research, design, produce, paint and fine-tune the body of the car. The teacher provides the propulsion unit. The Transportation Technology Unit will build the CO2 cars from wood and learn the history of and workings of automobiles. Communications Technology will perform initial research on the effects and properties of aerodynamics and then create a power point presentation based on their research and analysis. In order to generate interest and awareness in both internal and external communities the Communication Technology Unit will also require the students to design and produce posters to promote the final race event. The Technology Design Unit will start off and finish the whole process by designing, drafting, securing dimensions/measurements, details and finishing or fine tuning the CO2 car in preparation for the big race. The aim of the project is for students to build a solid foundation in the three subject-specific disciplines, so that they can apply their skills and knowledge to advance in; one or more of the three original Technology subjects; other Technological areas of study and/or work/life outside school. The main learning processes that will be emphasized through the theme and/or project in this course are: problem solving, product development, independent research, safety and planning. Through these learning processes students will be able to design, develop and build usable products. Some additional abilities the students will learn are: cooperation, communication, community involvement, life skills, transferable skills, responsibility, team work, following instructions and follow through. In the Integrated Technologies Course of Study, the forth “Culminating Project” unit will be worth 25% and the first three rotating units will consist of the remaining 75% of the students’ final grade.

% VALUE 40% 20% 30% 10% 100%

EVALUATION CRITERIA FOR THE CULMINATING INTEGRATED TECHNOLOGY PROJECT Research and Development (sketches, drawings, designs, aerodynamics, tools, shop, promotion) Individual and Group Work Final CO2 Car Creation and Project Report Presentation–Explanation and Demonstration of the entire CO2 Car process TOTAL – convert to 25% of course grade

Grade 9 Integrated Technologies Course of Study

Course Assessment and Evaluation Policy The main emphasis to be used in this course assessment and evaluation will be formative, summative, and diagnostic assessment. This will provide students with an opportunity to demonstrate their mastery of the curriculum expectations. The various assessment tools will also help create an excellent learning environment and will correspond to “outside world” experiences. Assessment Tools may include: • Peer, group, self and teacher assessment • Daily logs • Individual weekly reflections • Field trips • Attendance • Participation • Rubrics • Process assessment Evaluation Tools will include: • Work station modules (safety and competence) • Quizzes • Projects • Presentations • WHMIS worksheet The common evaluation criteria to be used by the three broad based technology courses are as follows: - course work will comprise of 75% of the students mark, and - final evaluation (integrated project) will comprise of 25% Each unit in the three broad based technologies will be shared equally. Course work: 75% 1/3 – unit 1 1/3 – unit 2 1/3 – unit 3 Final evaluation (integrated project): 25% Each of the units will be broken down as follows: - practical work 70% - quiz 10% - self-evaluation 20% 100% (converts to 75% of course work evaluation)

Grade 9 Integrated Technologies Course of Study

Course Rubric Achievement Chart – Grades 9–10, Technological Education Categories Knowledge/ Understanding

80–100% (Level 4)

70–79% (Level 3)

60–69% (Level 2)

50–59% (Level 1)

The student:

– knowledge of facts, technical terminology, procedures, and standards

– demonstrates thorough knowledge of facts, technical terminology, procedures, and standards

– demonstrates considerable knowledge of facts, technical terminology, procedures, and standards

– demonstrates some knowledge of facts, technical terminology, procedures, and standards

– demonstrates limited knowledge of facts, technical terminology, procedures, and standards

– understanding of concepts (e.g., uses of computer operating systems)

– demonstrates thorough and insightful understanding of concepts

– demonstrates considerable understanding of concepts

– demonstrates some understanding of concepts

– demonstrates limited understanding of concepts

– understanding of relationships between concepts (e.g., energy conservation and manufacturing processes)

– demonstrates thorough and insightful understanding of relationships between concepts

– demonstrates considerable understanding of relationships between concepts

– demonstrates some understanding of relationships between concepts

– demonstrates limited understanding of relationships between concepts

Thinking/Inquiry

The student:

– thinking skills (e.g., evaluating professional practices and principles)

– uses thinking skills with a high degree of effectiveness

– uses thinking skills with considerable effectiveness

– uses thinking skills with moderate effectiveness

– uses thinking skills with limited effectiveness

– inquiry/design skills (e.g., identifying the problem; formulating questions; planning; selecting strategies and resources; analysing and interpreting information; forming conclusions)

– applies all or almost all of the skills involved in an inquiry/design process

– applies most of the skills involved in an inquiry/design process

– applies some of the skills involved in an inquiry/design process

– applies few of the skills involved in an inquiry/design process

Communication

The student:

– communication of information (e.g., computer and technical specifications)

– communicates information with a high degree of clarity, and with confidence

– communicates information with considerable clarity

– communicates information with moderate clarity

– communicates information with limited clarity

– use of language, symbols, and visuals (e.g., computer programming and technical drawing)

– uses language, symbols, and visuals with a high degree of accuracy and effectiveness

– uses language, symbols, and visuals with considerable accuracy and effectiveness

– uses language, symbols, and visuals with some accuracy and effectiveness

– uses language, symbols, and visuals with limited accuracy and effectiveness

Grade 9 Integrated Technologies Course of Study

Course Rubric Categories Communication (cont.)

80–100% (Level 4)

70–79% (Level 3)

60–69% (Level 2)

50–59% (Level 1)

– communicates with some sense of audience and purpose

– communicates with a limited sense of audience and purpose

The student:

– communication for different audiences and purposes (e.g., tourism, marketing)

– communicates with a strong sense of audience and purpose

– communicates with a clear sense of audience and purpose

– use of various forms of communication (e.g., presentation software)

– demonstrates extensive command of the various forms

– demonstrates consid- – demonstrates modererable command of ate command of the the various forms various forms

– demonstrates limited command of the various forms

– applies ideas and skills in familiar contexts with limited effectiveness

Application

The student:

– application of ideas and skills in familiar contexts (e.g., demonstrating good customer service practices)

– applies ideas and skills in familiar contexts with a high degree of effectiveness

– applies ideas and skills in familiar contexts with considerable effectiveness

– applies ideas and skills in familiar contexts with moderate effectiveness

– transfer of concepts, skills, and procedures to new contexts (e.g., applying scientific principles to health care and personal services)

– transfers concepts, skills, and procedures to new contexts with a high degree of effectiveness

– transfers concepts, skills, and procedures to new contexts with considerable effectiveness

– transfers concepts, – transfers concepts, skills, and procedures skills, and procedures to new contexts with to new contexts with moderate effectiveness limited effectiveness

– application of procedures, equipment and technology (e.g., use of design instruments, machine and hand tools)

– demonstrates and – uses procedures, – uses procedures, promotes the safe and equipment, and techequipment, and techcorrect use of procenology safely and nology safely and dures, equipment, correctly correctly with some and technology supervision

– uses procedures, equipment, and technology safely and correctly only with supervision

– making connections (e.g., between personal experiences and the subject, between subjects, between subjects and the world outside the school)

– makes connections with a high degree of effectiveness

– makes connections with limited effectiveness

Grade 9 Integrated Technologies Course of Study

– makes connections with considerable effectiveness

– makes connections with moderate effectiveness

Appendices Unit Plan 1 (U1) – Technological Design “Introduction to the Design Process” Unit Plan 2 (U2) – Transportation Design “Introduction to Transportation” Unit Plan 3 (U3) – Communications Technology “Introduction to Communications”

Grade 9 Integrated Technologies Course of Study

OISE/UT

UNIT OUTLINE

Unit Title: Introduction to the Design Process – Pattern Drafting and – Colour

Course Title: Integrated Technologies, Grade 9, Open Part: One

Ministry Course Code: TT110

Name of Ministry Guideline: The Ontario Curriculum Grades 9 and 10 Technological Education 1999

SR. Int. Division

Grade

Unit Developed By: Olenka Pushan

Date: January 24, 2008

Open W C Type/Destination

Unit Title: INTRODUCTION TO THE DESIGN PROCESS

Code: U1

Rationale and Expectations Rationale: At the end of this unit students will: 1. Explore technological applications and theories in Design, Drafting and Colour. 2. Apply the design process through practical exercises. 3. Develop their problem solving skills. 4. Demonstrate how to self and peer evaluate project work. 5. Communicate, research and present designs. Overall Expectation Codes: 1. TFV.01X 6. 2. TFV.02X 7. 3. TFV.03X 8. 4. SPV.01X 9. 5. SPV.03X Specific Expectation Codes: 1. TFS.01X 7. 2. TFS.02X 8. 3. TFS.03X 9. 4. TFS.04X 10. 5. TFS.05X 11. 6. SPS.01X 12.

SPV.04X ICV.01X ICV.02X ICV.05X

Goals Learning Processes Creativity in L&L Communication Skills Fitness and health Artistic expression Self worth Individual/Society Self reliance and PS Social Responsibility Culture / Customs Productivity Environment Values TECH STUDIES Curiosity Design Pride / work habits Co-Operation Safety Tool / Mat process Conservation Aptitudes Careers

SPS.02X SPS.03X SPS.07X ICS.01X ICS.03X ICS.05X

SPECIAL NEEDS Behavioural Communication Intellectual Physical ESL

The Assignment Design

EMPHASIS

Drafting Colour

Final Design Self evaluation

Extra Safety

DESIGN PROCESS Field Trip

Sketches

Reflection

Final Presentation

Peer evaluation

Presentation Prep.

Situation Adaptation / redesign Partial Design Research/ Inventiveness Community Service Client Needs Function / Use Ergonomics Appearance / Style Application-Technology Concrete / Abstract General / Specific Open ended / Defined Integration/co-curricular

Development Content

Student Activity

Teaching Strategies

1. Introduction to Design and integrated culminating project Safety rules

Discussion, note taking, homework think and brainstorm ideas for the culminating project – CO2 car

Theory, discussion, examples, questions, handouts, chalkboard, examples, overheads, questions

2.Introduction to Pattern Drafting Introduction To Colour

Discussion, note taking, homework bring 9 different rough draft sketches/ideas on paper to next class, daily log

Theory, discussion, examples, questions, Video – race cars colour/aerodynamics, handouts, chalkboard, examples, overheads, questions

3. Fieldtrip through specific parts of the city to view urban designs, cars, colour and patterns…in our environment. 4. 9 different pencil sketches experimenting/choosing colour, measurements self assessment

Observation, discussion, note taking, reflection, brainstorming, questioning, daily log Brainstorm in groups and individually, practical work discussions thumbnail sketches, good draft, reflection log, daily log, skills and progress log

Self directed learning, facilitation, choosing specific locations to visit with and without the students 50/50, hDemonstration, d group and individual work, handouts, examples

5. Design styles Extras, Accessories Fun game related to project

Practical work, catch-up, fine tuning, reflection log, daily log, skills and progress log

Help, guidance, handouts, encouragement, positive reenforcement, examples,

6. Final, detailed designcomplete Measurements, colour, style, to scale Self/peer Evaluation 7. Presentation Preparation

Group/class discussion, practical work, fill out self and peer evaluation sheets, constructive criticism, reflection log, daily log, skills Mock presentations, practical work, constructive criticism, reflection log, daily log, skills and progress log Class presentation, self and peer evaluation sheets, constructive criticism, reflection log daily log skills Reflection log, daily log, skills and progress log, peer assessments, fun game, reflection log, feedback, class discussions.

8. Final Presentation

9. Self/peer/evaluation Fun game, interaction 10. Reflection discussion feedback

Strategies Individual Team Line Production Commission Library research Field trip Experiment / test Homework Notes / records IAS Models / mock-ups New technology Skill practice Plan sheet Report Oral/Written

discussions individual help

Discussion, handouts, daily log sheet, elf/peer evaluation sheet skills and progress log, positive encouragement/compliments Presentation expectations Presentation rubric, hand outs, examples, examples, questions, discussions Organize, positive encouragement/compliments awards Daily log sheet Self/peer evaluation sheet Skills and progress log Reflection log daily Daily feedback Weekly class discussions

METHODS AND BREAKDOWN OF EVALUATIONS TO BE USED: Final project/rubric Final presentation Teacher observation/formative/daily/unit Group discussion/weekly Self and peer evaluation Attendance/daily Participation, clean up and reflection daily TOTAL

15% 15% 30% 10% 10% 10% 10% 100%

Safety Clothing Equipment License/Test Permission required WHMIS

Evaluation Grade student / teacher Self-evaluation sheet Interview / discussion Group critique / peer Expert jury Test / written Test / performance Report/project

Textbooks, References, Materials, Aids and Resources HANDOUTS, AIDS AND RESOURCES: Information researched on the web. Overheads IS1 – Project Rubric IS2 – Project Guidelines, Timelines and Evaluation Schedule IS3 – Safety Rules IS4 – Dimensions and Measurements IS5 – Presentation Expectations E1 - Examples of CO2 car designs E2 - Examples of Patterns for CO2 cars E3 - Examples of Colour Combinations

WS1 – Daily Log Sheet WS2 – Self and Peer Evaluation Sheet WS3 – Project Checklist WS4 – Skills and Progress Log WS5 – Defining Specifications, dimensions, measurements, extras, accessories. WS6 – Thumbnail Sketch Sheet WS7 - Finished Sketch Sheet WS8 - Project Report Sheet WS9 – Reflection Sheet/daily WS10 - Colour Wheel Assignment Sheet WS11 – Colour Practice Sheet WS12 – Final Project Prep Sheet

LESSON PLAN: The basics of Colour Theory. The basics of Pattern Drafting. The basics of Design. VIDEO: Video A colourful racing and show cars. FIELD TRIP: Trip through specific parts of the city to view urban designs, colour and patterns…in our environment. QUIZ/TESTS/EVALUATIONS: Three evaluations interspersed throughout the unit covering the design process, pattern grafting and colour. MATERIALS: Paint, paint brushes, paint containers, markers, coloured pencils, rulers, black permanent markers, calculators, paper, pencils, erasers, tape, scissors. IS=Information Sheet, E=Example, INS=Instruction Sheet, WS=Worksheet.

Appendix

OISE/UT

UNIT OUTLINE

Unit Title Introduction to Transportation

Course Title Integrated Technologies, Grade 9, Open

Part 1

Ministry Course Code TT110

Name of Ministry Guideline The Ontario Curriculum Grades 9 and 10 - Technological Education 1999

Int. SR. Division

Grade 9

Unit Developed By Arturo Tang

Date: January 24 2008

Open

W C U Type/Destination

Unit Title

Introduction to Transportation

Code U2

Rationale and Expectations Goals

Rationale: Students will at the end of this unit: -Use tools and equipment safely. -Fabricate products -Develop problem solving abilities -Demonstrate how to evaluate projects and an ability to suggest improvements. -Ability to work independently and in groups Overall Expectations 1. 2. 3. 4. 5. 6. 7. 8.

TFV.01X TFV.03X SPV.01X SPV.02X SPV.04X SPV.05X SPS.08X 1CV.01X

TECH STUDIES Curiosity Design Pride / work habits Co-Operation Safety Tool / Mat process Conservation Aptitudes Careers

Specific Expectation Codes: 1. 2. 3. 4. 5. 6. 7. 8. 9

Learning Processes Creativity in L&L Communication Skills Fitness and health Artistic expression Self worth Individual/Society Self reliance and PS Social Responsibility Culture / Customs Productivity Environment Values

TFS.01X TFS.03X TFS.04X SPS.01X SPS.02X SPS.07X SPS.08X 1CS.01X 1CS 03x

SPECIAL NEEDS Behavioural Communication Intellectual Physical ESL

The Assignment EMPHASIS

Floor Plan

Safety Disc Sander Calculation of Speed

Transportation Unit Drill Press

Hand Tools Aerodynamics

Band saw

Development Content 1. Shop Safety

Student Activity

Teaching Strategies

Draw floor plan of shop in detail (fire exit, name of all equipment, fire extinguishers etc.)

Lecture, Demonstration, Safety Handout (WHMIS)

2. History of automobile

-In groups students will present history of automobile by decades

-Presentation

3. Aerodynamics

-Research how aerodynamics have evolved in the automobile

-Discussion

4. Hand tools

-Tool worksheet -Practical

-Demonstration -Practical -Lecture worksheet

5. Band saw

6. Drill press

-Identify parts on the band saw -Students will use band saw to make required cuts on wood

-Demonstration -Lecture -Handout (safety procedures) -Worksheet

-Discussion on types of drill bits -Practical -Worksheet-identify types of drill bits

- Demonstration -Worksheet

7. Disc sander

-Discussion on sand paper grit

8. Calculating speed

-Students will calculate speed of their own CO2 car

-Demonstration -Worksheet -lecture -Discussion -Worksheet

9. Quiz

• •

Safety Unit test -History of automobile -Hand tools -Identifying parts

Evaluation -Practical 70% • Workstation modules 30% • History of automobile 20% • Floor plan 20% -Quiz 20% -Self evaluation (skills checklist) 10% Total = 100% (will be converted to 75% of course)

Safety Clothing Equipment License/Test Permission required WHMIS

Evaluation Grade student / teacher Self-evaluation sheet Interview / discussion Group critique / peer Expert jury Test / written Test / performance Report

Textbooks, References, Materials, Aids and Resources The Ontario Curriculum Grades 9 and 10 Technological Education (Ministry of Education 1999) Curriculum Development for Technological Studies ETS 1040Y (2007-2008) Grade 9 Integrated Technologies Course of Study (Pamela Stepanian, Steven Lewis, Adrian Johnson) Aids and resources -Safety handouts on equipment to be used, WHMIS -Worksheet 1 – identifying tools and their correct uses -Worksheet 2 – identify parts on the band saw -Worksheet 3 – types of drill bits -Worksheet 4 – types of sand paper -Worksheet 5 – how to calculated speed of CO2 car Internet – students will research the history of the automobile by decades starting from 1900 to present. Video- students will view video on Co2 car races. Materials- balsa wood, sand paper, steel rods, band saw, drill press/hand drill, drill bits, plastic wheels, glue.

Appendix

OISE/UT

UNIT OUTLINE

Unit Title: Introduction to Communications Technology

Course Title: Integrated Technologies, Grade 9, Open Part 1

Ministry Course Code: TTI10

Name of Ministry Guideline: The Ontario Curriculum Grades 9 and 10 â&#x20AC;&#x201C; Technological Education 1999

Int. SR. Division

Grade: Nine

Unit Developed By Luis Zuniga

Date: January 24, 2008

Open W C Type/Destination

Unit Title Introducttion to Com U mmunications Code U3 T Technology y Rationale and Expectations

Goaals

R Rationale Sttudents will explore e techno ological appliications and theories t in Coommunicationns Technology. Through T practiical and appliied exercises,, students willl cultivate reesearch and prresentation ab bilities

O Overall Exppectations o communicatte design and research ideaas and solutioons TFV.02X - ideentify ways to thrrough a varietty of media. TFV.04X - desscribe the sco ope of activitiees supported by b computer and informattion tecchnology SP PV.03X - usee a variety of computer sofftware applicaations for reseearch, to solve problem ms, and to doccument the deesign process. IC CV.01X - appply safety stan ndards when using materiaals, tools, andd equipment IC CV.03X - dem monstrate und derstanding of o how develoopments in tecchnology inffluence peoplee's lives

S Specific Exxpectation Codes: C TFS.03X - desscribe project ideas and sollutions SP PS.03X - share informatio on using media tools and a variety of tecchnologies SP PS.04X - use a variety of software s appllications, suchh as word proocessing, to doccument a project from concception to com mpletion SP PS.05X- use a variety of software appliications, suchh as databases and spreeadsheets, to do d research annd solve speccific problemss IC CS.06X- idenntify computerr and technoloogy-related careers and deemonstrate undeerstanding off how technoloogy affects seelected careerrs.

L Learning Proceesses Creativity in L&L C C Communicatio on Skills F Fitness and heaalth A Artistic expression S worth Self iety I Individual/Soc S reliance annd PS Self S Social Responssibility C Culture / Custooms P Productivity E Environment V Values TEC CH STUDIES Curiosity C D Design P Pride / work haabits C Co-Operation S Safety T Tool / Mat proccess C Conservation A Aptitudes Careeers SPE ECIAL NEEDS S Behavioural B C Communicatio on I Intellectual P Physical E ESL

The Assignment EMP PHASIS

Inn this unit, sttudents will be introduceed to the proocess of reseaarch, designn annd productioon of commu unications media. m Research Principles o of Design

Poster Dessign & Creatio on

The Internett

PowerPoint Presenttation

Introduction to Commun nications Techn nology

Communications Software

Critical Review

Situation S A Adaptation / reedesign P Partial Design R Research/ Inveentiveness C Community Seervice C Client Needs F Function / Use E Ergonomics A Appearance / Style S A Application-Te echnology C Concrete / Absstract G General / Specific O Open ended / Defined D curricular I Integration/co-

Development Content

Student Activity

Teaching Strategies

Strategies Individual Team Line Production Commission

Introduction to the Computers and the Internet

Discussion of safe online practices and computer technologies

Lecture, guest speaker, and discussions.

Introduction to researching with the Internet

Using the computer, Internet and Google to research aerodynamics.

Formal lesson, Demonstration and discussions.

Principles of Design

Students bring in examples of good designs (i.e. Posters, Magazines, etc.)

Discussion and comparison of examples of effective designs.

IAS Models / mock-ups

Creation of a PowerPoint Presentation based on Research Students work through tutorials to create a graphic in Adobe Illustrator

Handouts, Demonstration and Tutorials Lesson, demonstration, tutorials

Plan sheet Report Oral/Written

Students will create a poster in Adobe Illustrator and present as final project.

Practical work time

Communications Software Design Software

Poster Design & Creation

Evaluation • Participation • PowerPoint Presentation • Media Poster • Self/Peer Evaluation • Journal Entries

10% 25% 25% 15% 10%

Quiz

15%

Library research Field trip Experiment / test Homework Notes / records

New technology Skill practice

Safety Clothing Equipment License/Test Permission required WHMIS

Evaluation

Total 100%

Grade student / teacher Self-evaluation sheet Interview / discussion Group critique / peer Expert jury Test / written Test / performance Report

Textbooks, References, Materials, Aids and Resources IS 1 – Information Sheet 1 – Project Rubric, Completion Checklist and Course Outline IS 2 – Information Sheet 2 – Evaluation Outline and Schedule IS 3 – Information Sheet 3 – Reference list for websites and software used in project IS 4 – Information Sheet 4 – Web Safety – Protecting yourself on the Internet IS 5 – Information Sheet 5 – Principles of Design E 1 – Exemplar 1 – PowerPoint Slide show E 2 – Exemplar 2 – Poster E 3 – Exemplar 3 – Research Report E 4 – Exemplar 4 – Design Posters, Magazine Covers and Photographs INS 1 – Instruction Sheet 1 – Logging on and using the classroom computers INS 2 – Instruction Sheet 2 – Accessing and Navigating the Internet INS 3 – Instruction Sheet 3 – How to use PowerPoint INS 4 – Instruction Sheet 4 – How to use Adobe Illustrator WS 1 – Worksheet 1 – Researching and Collecting information from the Internet WS 2 – Worksheet 2 – Your first PowerPoint Presentation WS 3 – Worksheet 3 - Your first Adobe Illustrator Poster Interactive CD 1– PowerPoint Tutorial(s) Interactive CD 2 – Adobe Illustrator Tutorials(s) Online Tutorial 1 – PowerPoint – Multiple Topics Online Tutorial 2 – Adobe Illustrator – Multiple Topics U3Q – Unit 1 Quiz – Quiz will cover the 5 basic principles of design by having students list, evaluate apply the principles of design Software – Microsoft PowerPoint, Adobe Illustrator and MS Internet Explorer for Internet browsing.

Appendix