Summit Public Schools Summit, New Jersey Grade Level/Content Area: 9-12 Wood Technology I III Length of Course: 1 Semester

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1 Summit Public Schools Summit, New Jersey Grade Level/Content Area: 9-12 Wood Technology I III Length of Course: 1 Semester Curriculum Course Description: Wood Tech is for the student who wishes to experience the exciting world of woodworking. Woodworking features all the tools, equipment, and materials necessary to virtually create any item made out of wood. From woodcrafts to wood carving, from furniture to cabinetry. All tastes and talents will be accommodated with emphasis placed on safety, design, planning, fabrication and problem solving. Unit 1: What is Technology? Identify Technology as a Product, System, and Resources Use the Design Process to Create a product Analyze the Influence of lumber and wood products on society Identify risks and trade-offs of technology understanding, and transfer of learning? What is most commonly associated with the word technology? What products are most popular today? How about ten years ago? What technologies are most necessary for life? How does an engineer/designer plan the creation of their products? What are the positives and negatives of over What role does design play in technology? Areas of Focus: Proficiencies (Cumulative Progress Indicators) Technology is the process by which products are created to meet human needs or wants. Products of technology aid in the creation and design process. Technology is changing at an exponential rate. The design of a technology product or system can have positive and negative impacts on the world. Wood Technology is highly present and human rely on its processing.

2 A. Nature of Technology: Creativity and Innovation. Technology products and systems impact every aspect of the world in which we live A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software A.1 Describe how technology products, systems, and resources are useful at school, home, and work A.1 Investigate factors that influence the development and function of technology products and systems A.2 Using a digital format, compare and contrast how a technology product has changed over time due to economic, political, and/or cultural influences A.1 Explain the impact of globalization on the development of a technological system over time A.1 Design and create a technology product or system that improves the quality of life and identify trade-offs, risks, and benefits. Instructional Focus: For this unit Wood Technology I students will follow a plan using hand tools to create a puzzle. Students will be given a problem sheet that they will use to measure and cut wood to generate a product. Students must follow the engineering process to achieve acceptable results. Students will need to be able to read scaled drawings. Students will be taught how to draw and read orthographic projection drawings. For this unit Wood Tech II-III will design, plan and develop an outdoor project. Students will be given parameters to follow and follow the engineering process to achieve acceptable results. We will explore the technology of woodworking in nature. Sample Assessments: Students will complete project and include documentation. All students will complete formative safety assessment Students will learn the history of wood technology Students will become proficient in the use of the hand tools as well as the classroom work flow layout. Media Literacy Integration Students will use media to learn about society impacts. Global Perspectives Students will explore global trade-offs of the internet.

3 Media Literacy 21 st Century Themes (as applies to content Productivity and Accountability Unit 2: Engineering Technology Designing a product to improve the quality of life Analyzing the impacts of the product on society Identifying materials and designs that are sustainable Calculating the feasibility to mass produce a designed product Prototyping a solution to a real-world problem understanding, and transfer of learning? What products and technologies do human use most? What other technologies are they dependent on? What external factors foster a products design? What planning is needed to produce a successful technology? What Types of tools are used to make strait cuts? What tools are used to make curves? Technology is the process by which products are created to meet human needs or wants. Humans rely on many types of technologies including transportation, construction, manufacturing, medical, and electrical. Natural factors influence design and must be taken into consideration. Prototypes are working models of a product and if failure occurs the design process repeats. Saws are used to make strait cuts while band saws and sanders can

4 Areas of Focus: Proficiencies (Cumulative Progress Indicators) B. Design: Critical Thinking, Problem Solving, and Decision-Making. The design process is a systematic approach to solving problems B.1 Design and create a product that maximizes conservation and sustainability of a scarce resource, using the design process and entrepreneurial skills throughout the design process B.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation B.3 Explain the positive and negative effect of products and systems on humans, other species, and the environment B.2 Design and create a prototype for solving a global problem, documenting how the proposed design features affect the feasibility of the prototype through the use of engineering, drawing, and other technical methods of illustration B.1 Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems. make curves. Instructional Focus: For this project Wood Technology I students will be constructing their own designed step stool. Students will be given constraints on material and have to do research and orthographic projections for their design. They will then being the engineering process to create their stool. For this project Wood Tech II-III students will design plan and construct a mass production project using all the problem solving and engineering design process procedures. The students will explore the manufacturing process from conception to delivery. Sample Assessments: Students will use engineering design loop to make their product that solves a problem. IF their products holds up to their goal they will be successful. Students will learn the economics behind design and the cost per board foot. They will also learn materials science while selecting materials for their product Students will become proficient in the use of the power tools as well as shop safety. Global Perspectives Students will explore the impact of their technological product on the environment. Media Literacy

5 21 st Century Themes (as applies to content Productivity and Accountability Unit 3: Product Design for Cliental Explore the process of innovation. Design and build a product for a specific age groups or client Research and a global designer and the impact of their designs Analyze the negative impact of technology and redesign the product Create possible products and implement a business plan. Evaluate the ethics of system and product design. understanding, and transfer of learning? Who influenced the Industrial Revolution? What products/systems influenced technological growth the most? What are the biggest failures in engineering? What are the greatest achievements in engineering? How does a product become marketable? Why are some products similar to others? Areas of Focus: Proficiencies (Cumulative Progress Indicators) C. Technological Citizenship, Ethics, and Society. Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology Technology is the process by which products are created to meet human needs or wants. Designers from around the globe influenced technology growth. Engineering failures lead to scientific discoveries and better engineering. Patenting is a legal process that protects a designers/inventors ideas/products. Patented products with negative impacts can be redesigned and patented. Instructional Focus: Wood Technology I students will make a child s toy. Students will research children s toys that are currently out there and then will improve up and build

6 systems and products in the global society C.3 Examine ethical considerations in the development and production of a product from its inception through production, marketing, use, maintenance, and eventual disposal by consumers C.1 Explain the need for patents and the process of registering one C.2 Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, and maintenance of a chosen product C.3 Evaluate the positive and negative impacts in a design by providing a digital overview of a chosen product and suggest potential modifications to address the negative impacts. a working children s toy. The toy must be entertaining and must be safe foe the client. Safety factors impact the design. For this unit, Wood Tech II-III will be designing, planning and producing a gift item for a friend or family member. All design process and manufacturing constraints will be given. This project will follow the project based learning model. Sample Assessments: Students will be assessed based on their findings and presentation of information. All information will be used to design a build their final product. Students will explore iconic figures in design, manufacturing, and technology. Students will explore how technology has evolved and utilize various programs to create a product. Media Literacy Integration Students will collaborate and discuss design and technology impact media. Global Perspectives Students will explore global figures in technology. And how clients impact product design. Media Literacy 21 st Century Themes (as applies to content

7 Productivity and Accountability Unit 4: Storage and Aesthetics Research flat pack furniture and storage. Design a product to be aesthetic Build a product that is pleasing to the eye and will hold an item. Recall Tool and Machine names and purposes. understanding, and transfer of learning? Why are there multiple products that achieve the same goal? How do engineers duplicate technologies from other countries? What does a particular machine or tool accomplish? What makes a products attractive? Areas of Focus: Proficiencies (Cumulative Progress Indicators) D. Research and Information Fluency. Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems D.1 Reverse-engineer a product to assist in designing a more eco-friendly version, using an analysis of trends and data about renewable and sustainable materials to guide your work G.2 Explain the interdependence of a subsystem that operates as part of a system D.1 Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United States and/or Technologies from one field can be used in multiple fields Products are attractive when they are pleasing to the eye or aesthetic. Every tool is made of a specific job. Engineers duplicate other designs and technologies by reverse engineering a product. Instructional Focus: Students will design a product that stores or holds another product. The wooden project must be aesthetic. Extra added features such as routered edges or molded finishes. Fasteners must be concealed and extra sanding measures taken. For this unit, Wood Tech II-III students will design, plan and repurpose an outdated or non-functional item into a new item that has aesthetic value or serves a purpose. The problem based learning model will be applied to the process. Sample Assessments: Students will complete project documentation All students design

8 other countries O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering O.(1).12 Model technical competence by developing and applying processes and concepts in the design process. more aesthetic product. Students will be assessed on their completion of the project within constraints. Students will use engineering technology to give them a greater appreciation and understanding of its function. Media Literacy Integration Students will collaborate and discuss their products and create media to illustrate their respective product of technology. Media Literacy 21 st Century Themes (as applies to content Productivity and Accountability Unit 5: Production and Recycling Collaborating as a team to devise the best solution. Research products that use recycled materials. Identifying trade-offs for the proposed solution Solving a Global Issue using math and science concepts Design a system that can produce a product

9 understanding, and transfer of learning? What are the proposed solutions to recycling wood? How can sharing ideas benefit you? What trade-offs are associated with your solutions? What is Craft and Mass manufacturing Who began manufacturing? Areas of Focus: Proficiencies (Cumulative Progress Indicators) E. Communication and Collaboration. Digital tools facilitate local and global communication and collaboration in designing products and systems E.1 Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process E.1 Work in collaboration with peers to produce and publish a report that explains how technology is or was successfully or unsuccessfully used to address a local or global problem E.1 Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle O.(1).7 Use mathematics, science, and technology concepts and processes to solve problems in projects involving design and/or production (e.g., medical, agricultural, biotechnological, energy and power, information and communication, transportation, manufacturing, and Collaboration and communication is imperative when solving a global issue to improve the quality of life. Henry ford is the pioneer of Mass manufacturing. There are tradeoffs with every product or solution to every problem. Craft manufacturing is making one product at a time by hand without an assembly line. Instructional Focus: Wood Technology I students will recycle material to make a working product. They must research ways to recycle wood and how to turn it into something useable. Students will have to learn to sort lumber and recognize it visually. For this unit, Wood Tech II-III students will design, plan and produce a Waste Stream Management project which uses materials that would normally be thrown away and sent to a landfill and turns that material into a project with value. The problem based learning model will be used for this project Sample Assessments: Students research their work and will be assessed on the completion of the project and their drawings. Students will explore the relationship of science and recycling Students will use technology to make technology. Global Perspectives Students will explore global issues such as saving an ecosystem by saving trees.

10 construction). Media Literacy 21 st Century Themes (as applies to content Productivity and Accountability Unit 6: Final Project Analyzing which materials can be repurposed most effectively. Identifying which resources have the largest impact on the earth and society. Creating a product that is both renewable and solves a human need or want. Analyzing the interaction between technologies. Properly using Machines and implementing safety understanding, and transfer of learning? What products and materials negatively impact the environment? What have you learned in each project that you can connect? Why are materials produced if they cannot be disposed? What products can be made out of existing materials? Areas of Focus: Proficiencies Non-renewable materials are now being repurposed to become Green materials Green Materials are less harmful for the environment but are usually more expensive. Creating a green product requires knowledge about its scientific makeup. Technology products and systems impact every aspect of the world in which we live.

11 (Cumulative Progress Indicators) F. Resources for a Technological World. Technological products and systems are created through the application and appropriate use of technological resources F.1 Explain the impact of resource selection and processing in the development of a common technological product or system F.2 Explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate energy sources) and the economy F.2 Explain how material science impacts the quality of products F.1 Determine and use the appropriate application of resources in the design, development, and creation of a technological product or system G.1 Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity. Instructional Focus: For this unit students will create a final product using they skills they have learned throughout the semester. Students must use the machines and tools effectively to create a top-notch final product. They must use the proper fasteners and prepare the product for finishing. Sample Assessments: Students will be assessed on their use of fasteners, safety, machines, joinery, sanding and assembly. Students must use Science, Technology, Engineering, and Math (STEM) to complete the final class project. Students will become proficient in the use of the machines and tools. Media Literacy 21 st Century Themes (as applies to content Economics Productivity and Accountability

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