Curriculum:    DRAFT

 

 

 

Students will be prepared to teach industry-oriented science courses focused on Environmental Technology.  The academically rigorous courses will focus on water and energy in year 1 and waste management and transportation in year 2.  These courses, which are being developed for “a-g” g-level certification, will expose students to the science, technology, and careers of the infrastructure industries and will provide students with job applicable skills and an understanding of the applicability of these skills to careers.  Through the course, students will complete sustainability projects on campus.  Courses will also reinforce English language development and math skills through real-world application through projects.

 

 

A Model-Eliciting Activity (MEA) is an open-ended, real-world, client-driven problem that requires the creation of a mathematical model for a given situation. MEAs are designed to be both thought-revealing and model-eliciting, requiring students to mathematize (e.g., quantify, organize, dimensionalize) information in a context. The theoretical framework for the development of these problems is based on the models and modeling perspective put forth by Lesh et. al. (2000) when studying the use of open-ended problems in middle schools. This framework specifies six principles of MEA design: model constructions, reality, self-assessment, model documentation, generalizabilty, and effective prototype. These principles have been adapted for engineering content and contexts, yielding problems that immerse students in age appropriate but authentic engineering practice. These activities are specifically designed to prompt a process for solving problems, in addition to a specific product, and the complexity of the activities requires that teams of students need to express, test, and revise their mathematical models to produce an acceptable product for the client. As students externalize their solution processes (in their dialogue while engaged in small group work or in any required reports of intermediate solutions) the instructor gains opportunities to hear and see the processes and skills students bring to bear on the problem situation – all of which can inform instructional interventions that are immediately applied or archived for future curriculum development.

 

 

Students will have the opportunity to earn College credits with the Mastery of Solid Works. 

 

 

All grades continually work on building knowledge depth in Biographies, Portfolios, Understand the Design process - Braintoolz- structures and systems  FIELD TRIPS

                Study Skills

                Thinking Skills

                Decision Making

                Design Process

                Leadership

                Scan Skills

                Life Skills

                Communication Skills

 

 

9th Grade          

 

Families and communities

 

Self- Names Block letters SELF Strengths Weakness inventory, Dreams- Vision -  Imagination  SURVEY: Computers aptitude  at home 

 

Learning- Memory and Education 

• Memory envision- association- connections-  memory tree one bun

 

• Intro to Goals & Problem Solving   BTOOLZ   

 

F-PAS   From Concept to Consumer: Building a Foundation in Problem-Solving (1)

Design process- Structure Towers

 

Structural failure- coping skills

Physics Mass kinetic energy     

 

BrainToolz 

 

 

 Towers

 

Design- Tools & programs

 

TEAMWORK - FAMILY

 

 

 

 

 

 

Intro to Technology

 

Intro to Computers (Work on this)and programs

Introduction to experts and

MICROSOFT OFFICE: Word, Power Point, Excel, Publisher, 

Auto Biography and home page

 

 

 

 

     Organizational Skills  Understanding the skills curve to Mastery and Automaticity

 

 

 

 

 

 

 

10th Grade  Exploration & Discovery

 

 Career Project (Transportation CAREERS)

Vehicles-  www.drivingskillsforlife.com

Rockets Propulsion Vision Mission

Forces- Rollercoaster-  Gravity - Towers

 

Hot Air Balloons

• 1st Day Glue tissue paper (long ways) 5 columns of 4 squares    Remind students th at glue should dry before rolling up.
• 2nd & 3rd Days Cut out patterns
• Glue and hang balloons width side redesign
• Test balloons Measure- Analyze

Motion Roller coasters 

 

Robotics-  SolidWorks

 

 

 

 

11th Grade Industrial Revolution

 

 

Port of Long Beach

 

Bridges and Connections

 

Internships interviewing skills profesionalism

 

Globalization- Sustainability- Resources - Cradle to cradle     003..

.

Robotics 

 

 ULI

 

 

COURSE AND MODULE SEQUENCE

Course 1: Building Foundations

Building Foundations

 

introduces students to the worlds of business, product development, and manufacturing

Module 1—From Concept to Consumer: Building a Foundation in Problem-Solving

Module 2—Media and Messages: Building a Foundation of Communication Skills

Module 3—People at Work: Building a Foundation of Research Skills

Course 2: Adapting to Change

Module 4—Careers, Companies, and Communities

Module 5—Closing the Environmental Loop

Module 6—Planning for Efficiency

Course 3: Managing and Marketing with Data

Module 7—Planning for Business Success

Module 8—Ensuring Quality

Module 9—From Data to Knowledge

Course 4: Designing for Tomorrow

Module 10—Reverse Engineering

Module 11—Different by Design

Module 12—Energy for the Future

 Course 5: Understanding a Global Economy

Module 13—The Wealth of Nations

Module 14—Markets Without Borders

Module 15—Global Citizens 

 

 

 

12th Grade  Senior City Project

 

 

Senior Project

ULI -

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Review of courses (each grade level)

 

 

 

10^th –Industrial Revolution- Land & Sea Transportation- Ships- Rail- Automobile

 

 

 

 

 

 

11^th–  Aeronautics & Space Exploration- Planes and Rockets.

 

 

 

 

 

 

 

 

 

 

 

 

2. Culminating Projects by grade level

 

 

 

10^th – Bridges, Race cars, Air Ships

 

 

 

11^th–  Planes- Rockets- Flight- Computer Aided Design

 

 

 

12^th- Urban Land development and Transportation issues

 

 

 

 

 

 

 

3. Grade Level Field Trips and group activities

 

 

 

The HESTEC Scholars Program is an initiative to integrate technology, and best practices to an educational setting for improvement in learning. The HESTEC Scholars Program believes that by immersing technology into the learning environment, which will be supported by strong, ongoing professional development, can produce positive change into the classroom that results in improved student learning. With our partners, Ignite Learning and Sergeant-Welch, we can revolutionize the way we interact with our students, the curriculum and state standards by making the classroom a high-tech environment and teacher training with customize lessons according to needs, curriculum and interest. The HESTEC Scholars Program will help students gain new skills and understanding of math, science and pre-engineering. It will motivate students to continue their educations and to pursue higher education in the science, math and engineering fields. It will expose students to career paths in these fields.

For Students

• Increases understanding of technical concepts and scientific principles
• Provides real-world engineering experience with limited resources
• Reinforces project management concepts with constrained time period
• Encourages abstract thought, self-directed learning, and problem solving
• Promotes team building, good sportsmanship, and leadership

For Teachers

• Reinforces classroom learning
• Creates real-world academic challenge
• Increases students' interest in and understanding of engineering and science
• Exposes students to new career opportunities

Resources

InfrastructureAcademy Ford PAS

 

http://hbsp.harvard.edu/

 

TEACHER RESOURCES (PUT THE FOLLOWING ANOTHER PAGE - teacher resources)

 

 

http://www.fordpas.org/

 

https://www.drivingskillsforlife.com/index.php

 

http://hestec.org/index.cfm

 

http://www.infrastructureacademy.org/?p=home

 

https://engineering.purdue.edu/INSPIRE

 

http://www.rootsandshoots.org/findagroup

http://www.edweek.org/ew/index.html

 

 

 

while building a foundation of skills important for academic and workplace success—skills that

are used throughout the Ford PAS curriculum. In Module 1, students learn to work in teams to solve

problems related to planning, developing, and producing products. In Module 2, students develop

communication skills through reading, writing, and role-play activities as they expand the product line of

a fictional business. In Module 3, students develop skills in research and analysis as they examine and

compare the circumstances and lives of people working in different periods of United States history.