Unit Plan Teacher Candidate: Ben Scoten School Advisor: Bob Miraftab Faculty Advisor: Theresa Magee Subject/Grade: Design & Technology 10 (Woodwork) Introduction/Rationale: Students will develop a knowledge of basic furniture design and construction methods and apply their knowledge by designing and building a functional table. Prerequisite Skills: Basic measuring Title of Unit: Furniture Design & Construction Length of Unit: 10 80 Min. Periods Class composition: Grade 10 Mainly students with English as their first language Approximately 15% ELL students Approximately 15% of students have an IEP Accommodations for Differentiated Instruction: English Language Learners Provide texts from language of origin, with pictures of tools, machines, equipment and materials Encourage students to research their tools, machines, equipment and materials using native language sources Encourage fluent English-speaking students to assist ELL students Gifted Students Gifted students who are more advanced will peer tutor those that are farther behind Additional project options to choose from Cognitive/Physically Disabled Students with cognitive or physical disabilities will be assisted individually by instructor and/or EA Curriculum will be adapted to suit students’ unique situation. Other students will be encouraged to help students with cognitive/physically disabilities Prescribed Learning Outcomes for Subject:
(Unit-specific in bold) Self & Society Communications Production Control Energy & Power • contribute to group success by encouraging others to fulfill their responsibilities • identify role models in technological occupations, including those that are sensitive to culture, gender, and physical ability • explain relationships between technological advancements and changes in the workplace, including the changing roles of workers • evaluate design based on assessments by others • demonstrate a willingness to look for and develop improved solutions to problems that arise during the design process • express personal thoughts and feelings about how societal pressures may influence technological advancements and, conversely, how technological changes influence society and the environment • demonstrate confidence and positive attitudes when solving problems that arise during the design process • communicate ideas for designing products and systems using various drawing projection methods, spreadsheets, graphics, or other media • use information-gathering and communication methods to solve problems during the design process and to create effective presentations • revise presentations based on personal review and feedback from others • describe the advantages and disadvantages of various information-gathering and communication processes • develop two- and graphics using manual and computer-assisted processes • identify how information and concepts from other fields of knowledge are used in the design process • use a design process to modify products to improve their appearance, usefulness, and function • classify and describe the characteristics of industrial materials • investigate and select materials to meet design specifications • devise and use assembly sequence diagrams and flow charts to explain a process or system • devise a manufacturing process • identify new trends in manufacturing processes • describe ways to reduce waste • select and use a variety of finishes on products to improve their appearance and durability • select and safely use hand and power tools in the manufacture of products • demonstrate safe work habits when using tools, equipment, and technical processes, and encourage the same in others • Demonstrate an understanding of the operating principles used in various control devices • Design and construct a system that uses a control device • Use troubleshooting strategies to locate the source of malfunctions in a system • modify electric, electronic, pneumatic, and mechanical control devices for particular applications • Explain how systems convert potential energy to kinetic energy, and assess their environmental and social implications • Construct devices that convert and transmit various of energy • Disassemble devices and explain the transfer and conversion of energy within mechanical systems • Describe alternative sources of energy • Incorporate selected devices in the design of energy transmission and conversion systems