Course Profile Integrated Technologies, Grade 9 open, Catholic

Unit 5: An Integrated Theme

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 20 hours

Unit Developer(s): Brian Andres, Brenda Kenney

Unit Description

Students are presented with a group challenge that focuses on the creation of a local Catholic Youth Centre. Students work individually and in groups to acquire data on the interests and needs of youth and use this information to develop a proposal for the Centre. The proposal includes a scale model and artist conception using CAD as part of project design. In the Textiles Manufacturing area, students create products to compliment the interior design of the Centre.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations:

CGE1a - illustrates a basic understanding of the saving story of our Christian faith;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE7j - contributes to the common good.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations: TFV.01, TFV.02, TFV.03, SPV.02, SPV.03, SPV.04, ICV.02, ICV.01.

Specific Expectations: TF1.03, TF1.04, SP1.01, SP1.03, SP1.04, SP1.05, SP1.07, IC1.01, IC1.03.

Activity Titles (Time + Sequence)

Activity 1	The Challenge - Catholic Youth Centre Proposal	120 - 140 minutes
Activity 2	Expert Groups: Area One – Textiles Manufacturing	420 minutes
Activity 3	Expert Groups: Area Two - Construction	420 minutes
Activity 4	Putting It Together	120 minutes
Activity 5	Presentations	120 minutes

Unit Planning Notes

Students work in groups of four or five and use a community newspaper ad looking for a team to develop a Catholic Youth Centre. During the first activity, students brainstorm for ideas of what could be included in the Centre. Depending on resources and teacher’s expertise, each member of the group may choose to become an expert in each of the areas, or each member may choose to become one of the experts in one area. Expert areas include: Construction - Builder, Architect, Artist; Textiles Manufacturing - Artist, Computer Designer, Sewing Technician. Each group also has a Project Manager who is responsible for the development of the project. As they spend time in each of the areas, students continue to research and make decisions on what should be included in their group’s proposal. A portfolio is used to manage the project. During the last activity, students present their proposal in a mock city council meeting format. The teacher may invite members of the Catholic community to hear the presentations and give feedback. Although the Integrated Unit suggests two physical areas of integration (i.e., Construction, Textiles Manufacturing), if these are not available the project can be modified based on available facilities. Working independently, students submit a want ad which highlights one of a variety of careers relating to the design, construction, and management of a youth centre.

Prior Knowledge Required

Students are required to have basic computer literacy, measurement skills, and awareness of the design process.

Teaching/Learning Strategies

Strategies include: whole group teaching to introduce the students to the challenge (see Appendix 5.3 - Web Diagram); brainstorming for ideas of what to include in one proposal; expert groups to work on and develop skill level in each of the areas; conferencing to share ideas and develop one proposal; small group and peer teaching; model building; and report/presentation the proposal.

Assessment/Evaluation

Diagnostic, formative, and summative evaluation is used during the unit. Formal and informal teacher observation, as well as teacher conferencing with individual students and groups, is used to monitor student growth and behaviour. Reflection methodology is used through self assessment, peer assessment, and learning logs. Teacher conferencing with the student is also a part of the formative assessment. Portfolios are used for summative evaluation (see Appendix 5.2). The presentation at the end of the unit represents a performance task and is also used as a form of summative evaluation (see Appendix 5.1).

Resources

Print

Teacher developed modules for each of the areas (e.g., Textile Manufacturing & Construction) for experts.

Growing Collaboratively. Prentice-Hall Inc., 1993.

Building Construction Technology. McGraw-Hill Ryerson, 1982.

Drafting Tips and Tricks on Drawing and Designing House Plans. The Globe Pequot Press, 1993.

Learn to Draw Buildings. Harper Collins, 1993.

Computer Software

Integrated software package

CAD software

Digitizing software

Internet access software

3D Home Architect

Microsoft Publisher

Netscape Navigator

(Refer to Board policy regarding the use of information technology)

Activity 1: The Challenge - Catholic Youth Centre Proposal

Time: 120 minutes

Description

Students work in teams to develop plans for a proposed Catholic youth centre. Using a want ad, students identify the parameters and components of the challenge through brainstorming and the creation of a planning web. Students are required to develop a name and mission statement for their youth centre. Students will also conduct a survey to identify current needs and interests of young people within the community. As part of a career component which highlights one of a variety of careers relating to the design, construction, and management of a youth centre, each students is assigned a want ad, with a due date at the end of the unit.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE1i - integrates faith with life;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively.

Strand(s): Theory and Foundation, Skills and Processes

Specific Expectations: SP1.01, SP7.07, TF1.01, TF3.03.

Planning Notes

This unit has been created to be team taught to two classes by two teachers. This allows for flexibility in terms of groupings and also allows students to choose a variety of activities/areas.

· Create heterogeneous groupings of four to five students.

· Generate templates including: challenge, brainstorming sheet, survey, flow chart, planning web, mission statement, youth centre name, work log template with an emphasis on self reflection, self evaluation, and co-operative learning.

· For organizational purposes, a monthly calendar that indicates rotation schedules and other important dates is strongly recommended.

· Provide copies of rubrics: group presentation (Appendix 5.1), portfolio (Appendix 5.2), web diagram (Appendix 5.3), and other materials for distribution to students.

Prior Knowledge Required

· creation of a planning web

· brainstorming techniques

· co-operative learning skills

Teaching/Learning Strategies

1. Students are placed in groups and receive a copy of a fictional want ad as found in the local newspaper.

The Community Requires a Creative Team

City Council invites creative team proposals from Grade 9 students for a local Catholic Youth Centre. Each proposal should focus on the needs of local Catholic churches, the community, and the needs and interests of youth. Proposals must be presented in a portfolio which includes a scale model, an artist-conception drawing, floor plan designs using CAD, and a placemat on which your youth centre’s logo has been embroidered or appliqued. The applicants must have a good command of the English language, a healthy lifestyle, and show an awareness of personal growth. The ability to solve problems and work co-operatively is a must. A team proposal by candidates who show creativity, enthusiasm, and are self-motivated will be given first priority. Presentations will be viewed on (date). Please submit proposals to City Council no later than: __________________.

Note: The following sentence might be included in the want ad, if teacher were to develop an optional alternative relating to the Hospitality Services environment. - Your proposal may also provide evidence of an analysis of personal lifestyles and eating habits, as well as a creative menu for nutritious meals and snacks to be served at the Catholic Youth Centre. (See brief outline in Activity 2, Optional Activity.)

· One student reads the ad aloud to group members.

· Group members orally review the main idea of the challenge.

Each group is issued a blank planning web. Each student is issued a web diagram which defines the contents of the portfolio (see Appendix 5.3).

· Using the web diagram, group members fill in a planning web identifying specific tasks.

· Using the planning web, students discuss and select preferred expert responsibility or responsibilities. (*maximum number of experts - see brackets)

Area One – Manufacturing Experts	Area Two – Construction Experts
Artist (1)	Artist (1)
Sewing Technician (2)	Builders (2)
Computer Designer (1)	Architect (1)
Project Manager (1)	Project Manager (1)

Each group receives a brainstorming guide sheet.

· Students list a minimum of 25 possibilities for components/activities for the Catholic youth centre based on the following:

i) needs of the church ii) needs of the community iii) interests/needs of local youth

· Using their completed brainstorming sheet, students develop a list of 6 survey questions to be distributed to friends and family.

Students report back to the group, using the completed surveys. The purpose is to narrow their youth centre focus to the top three to five areas of need.

Each group receives a handout outlining the need to develop an appropriate mission statement and to create an original name for their youth centre that includes the needs of church, community, and local youth. (Emphasize creativity and originality - prohibit use of copyright protected names, slogans, and logos.)

Teacher collects and assesses the following from each group - brainstorming sheets, planning web, mission statement, youth centre name, and their top three to five chosen areas of focus.

Teacher provides information to students on rotation schedules between the two areas using a monthly calendar. (See Activities 2 and 3.)

Students read Romans 12: 6-8. The teacher leads the class in identifying the unique gifts God has bestowed on each of us (e.g., the ability to act as caregivers, to serve others, to speak, to write, to empathize, to work with our hands, etc.). The teacher ensures that students are able to articulate, or apply to themselves, the Catholic view of the dignity of work and God’s call to each person to a vocation.

Teacher distributes and clarifies career assignment (want ad for youth centre) with students who work, primarily outside of class, to complete a want ad for submission by the end of the unit. Access to Career Cruising for research purposes may be provided. Alternatively, guest speakers from business or industry may be brought in to share career-related expertise (e.g., chefs, restaurant managers, plumbers, electricians, framers, cabinet makers, etc.).

Assessment/Evaluation

· Formative assessment of group’s brainstorming ideas for youth centre proposal including references to church, community and the needs/interests of local youth.

· Formative assessment of the three to five identified areas of focus, planning web, mission statement, and name for the youth centre.

· Formative assessment and evaluation of daily work log reflection with complete answers to all five questions.

· Self-evaluation of individual performance as a member of a team.

· Formative assessment of want ad assignment using teacher-specified evaluation criteria - e.g., 1) ad contents - name of youth centre, position being advertised, salary range, God-given human qualities/attributes, contact person, telephone number, education, training requirements, qualifications/desirable experiences, other -i.e., vacation, benefits, promotion possibilities; 2) spelling; 3) grammar; 4) concise wording (quick, easy read); 5) text quality (choice of font or printing); 6) creativity; 7) quality (effort, attention to detail) 8) visual appeal (neatness, format, graphics); 9) use of computer technology; 10) timely submission.

Accommodations

· Students work with a partner or in groups to complete assigned tasks.

· Students give oral responses or solutions to challenges while working with a peer or educational assistant.

· Students are given additional time to complete assigned tasks - acceptable answers may include provision for the use of physical products, pictures, or symbols in lieu of text, where appropriate.

· Students may be shown exemplars or given sample want ads for use as guides/models in the completion of the career assignment.

· Students may be provided with access to a template using computer software, such as Microsoft Publisher, to facilitate completion of the assignment.

Resources

Growing Collaboratively. Prentice-Hall Inc., 1993.

Career Cruising on CD-Rom. Anaca Technologies, 1997.

Transitions - A Practical Guide to the Workplace. Collier MacMillan Canada, Inc., 1989.

The Communications Handbook, Second Edition. Nelson Canada, 1996.

Fox, Thomas C. Catholicism on the Web. MIS Press. ISBN 1-553828-516-4

The Bible or other Church Texts and Documents

School resource centres (library, guidance, computer labs, etc.)

Local church community groups and activities- CYO, CWL, church bazaars, fundraisers, food drives, disaster relief, etc.

Microsoft Publisher software

Refer to Board policy regarding the use of information technology.

Activity 2: Expert Groups: Area One - Textiles Manufacturing

Time: 420 minutes

Description

Students work independently or with a partner to produce products which meet specified quality control measures. In their chosen role as either i) project manager, ii) artist, iii) sewing technician or iv) computer designer, students are expected to demonstrate respect for self, others, and the environment. Student awareness of environmental issues relating to effective materials/resource management is evaluated using performance and self-assessment strategies.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE7i - respects the environment and uses resources wisely.

Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences

Overall Expectations: TFV.01, SPV.04, ICV.01, ICV.02.

Specific Expectations: IC1.01, IC1.03.

Planning Notes

· Teacher-prepared modules include:

Introduction Package - describes the main tasks to be completed by each member as determined by the assigned role in this specific area. This module may also include general information about specific roles as well as space for each group to sketch and record brainstorming ideas for logo designs and placemats for the youth centre.

Project Manager - describes the role of the project manager and, using the introduction package, allows students to complete a planning web with the projected time lines needed to meet all required due dates.

Artist’s Package - describes the role of the artist and, using the introduction package, allows students to complete a planning web with projected deadlines needed to complete their responsibilities and fulfill their obligations to the sewing technician and computer designer, respectively. The package will also include information on: parameters to be used in creating logos, the scanning of custom graphics (logos), saving scanned images as bitmaps, and adding colour to bitmaps using specific software (e.g., Paintbrush).

Computer Designer’s Package - describes the role of the computer designer, and, using the introduction package, allows students to prepare a planning web with the deadlines necessary to meet due dates. The package also includes information on: parameters in creating logos, scanning custom graphics(logos), saving scanned images as bitmaps, adding colour to bitmaps using specific software (e.g., Paintbrush).

Sewing Technician’s Package - describes the role of the sewing technician and permits students to complete a planning web with the projected time lines necessary to meet due dates. If deemed necessary, the package may also include handouts to review safety, sewing machine parts, and sewing techniques.

· instructional modules on Sewing Machine Applique Techniques, Husqvarna Digitizing Pro Techniques, Husqvarna Customizing Pro Techniques, and Husqvarna ReaderWriter Pro Techniques

· teacher-generated handouts on safety in textiles manufacturing, parts of the sewing machine, know your sewing machine (includes threading machine and winding a bobbin), creating sewing samples of a traditional 1.5cm backstitched seam, and two serged seams ( a 3 thread rolled hem and a 4 thread overlock seam)

· instruction on safe use of equipment given to all students (i.e., demonstration, practice, teacher modeling, etc.)

· The teacher purchases fabric stabilizer, paper-backed fusible interfacing, embroidery thread, spools of sewing thread, serger thread, and medium weight woven fabric.

Teaching/Learning Strategies

2. Students meet, as a group, to review the challenge as it relates to the Textiles Manufacturing area before securing their choice of one of the four interdependent expert roles: the Artist, the Project Manager, the Computer Designer, or the Sewing Technician. With teacher guidance, students discuss the four main tasks to be completed. Students are given a copy of the introduction package. Within the group, students collaborate to confirm the final choice of role each member wishes to fulfill in the area. Each group also brainstorms ideas and produces quick sketches for logo and placemat designs appropriate to their chosen youth centre.

The teacher uses the jigsaw to group experts (project managers, artists, computer designers, or sewing technicians) for specific instruction and then returns them to the main group. In rotation, each expert group is removed for instruction until all four areas have received specific instruction on their major task. As experts, students fulfill specific teacher and self assigned tasks and responsibilities relating to the main project components (e.g., logo/placement design, which may include one or more of the following: computer or hand rendering, scanned image of hand rendered design, saved bitmap in black and white, hard copy of coloured logo, hand or computer rendered placemat design, computerized sewing machine rendering of logo embroidery, sewing machine rendering of logo applique, sewing machine or serger rendering of placemat).

Expert area instruction:

Project Managers (one student from each group) - Students receive their specific module. The teacher shows a sample of a completed project as it evolves through the efforts of each expert from initial artist sketches to embroidered or appliqued placemat. Reinforcement is provided on essential versus optional items as per the web diagram (e.g., optional item - a colour rendering of the group’s placemat design using 3D Home Architect or CorelDRAW™ 8). Students are expected to use computer software extensively as they work to create logos, placemats or other related materials.

Artists (one student from each group) - Students receive their expert specific module and work closely with the computer designer to complete all assigned tasks. The teacher shows sample logo designs using a range of samples in different sizes and formats (hand sketched, scanned, computer created, coloured, etc.) from those which closely adhere to and meet given parameters to those which do not meet specified limitations. After the teacher provides a sequential sample of each phase of the process, from beginning to end, the artists design logos and placemats and save the chosen logo design, as a bitmap, to a floppy disk. The group’s bitmap is given to the computer designer who digitizes the logo in preparation for its embroidery onto a placemat (or banner square, aprons, napkins, t-shirts, etc.).

Sewing Technicians (two students from each group) - Students receive their specific module. The teacher shows examples of placemats and banners - both appliqued and embroidered. Instruction is given on the process of pattern creation. Students return to their home group. Sewing Technicians need to collaborate and work closely with the artists to ensure they have the information they need in time to complete the tasks assigned.

Computer Designers (one student from each group) - Students receive their specific module and work closely with the artists to complete computer-related tasks surrounding logo creation/saving. The teacher shows sample logo sketches (scanned and computer-generated) and demonstrates digitizing techniques on computer. The teacher gives instruction on the essential items to be included when creating the logo designs: the number of elements to be included (maximum of four where text is one element and three additional simple shapes), size limitations (no greater than 7cm x 7cm or 3" x 3" – a black & white bitmap saved to a floppy disk), and a colour hard copy of the actual final draft logo.

Students begin their individual expert tasks. The teacher gives instruction as requested or when necessity dictates. Students are encouraged to problem solve within their individual and expert groups. Further instruction will be necessary as follows:

Artists - Once students have completed logo and placemat designs, they need to make decisions surrounding the most efficient method for achieving their goals. These decisions include whether or not to re-create the hand-sketched design using a drawing program such as CorelDRAW™ 8 or whether to scan, size, and colour the image in Paintbrush. Students are encouraged to take risks as they work towards success in completing their assigned tasks on time.

Sewing Technician - The teacher gives safety instruction on the correct application of tools and equipment used in the creation, assembly, and finishing of products: straight pins, seam rippers, rotary cutters, cutting shears, pressing equipment (irons), sewing machines, and sergers. Students complete the Know Your Sewing Machine handout which includes completing Safety in Textiles, Sewing Machine Parts, and two sewing samples (one stitched, one serged) on four pieces of medium weight woven fabric cut to 8cm x 15cm. When necessary, the teacher gives instruction on other aspects of sewing machine and serger techniques. At this point, students are made aware of the location and availability of materials for the project. Students complete the Know Your Sewing Machine handout and finish off by evaluating their sewing samples according to a marking rubric provided by the teacher. When individual sewing technicians are given their artist’s placemat conceptions, they create a pattern using teacher-generated quality-control specifications (instruction guidelines). Respect for and the wise use of resources will be stressed. Wherever possible, students are encouraged to supply additional materials and develop other creative approaches to the completion of assigned tasks.

Computer Designers - The teacher challenges the computer designer to independently learn the digitizing process by creating an embroidery stitch file using a simple butterfly bitmap and a detailed digitizing module. The modules contain numerous visual representation of the steps required to fully complete the process. The teacher may also do spontaneous demonstrations to stress specific aspects of the process or provide encouragement to students. Once the butterfly has been successfully digitized, students apply the same techniques to digitize their group’s original logo design.

Project Managers - The teacher challenges the project manager to oversee and supervise the process of project creation in this area. The project manager is responsible for seeing that everyone is on schedule and for stepping in to assist wherever and whenever help is needed. The project manager touches base with the group each day for a brief update on the progress being made. A summary report is handed in to the teacher before the day’s work begins to provide proof that the group is on task, on schedule, and collaborating. If deemed necessary, project managers work closely with the sewing technicians and are responsible for assisting with the creation of logo appliques and embroidery. Using a checklist, project managers are also responsible for the organization and assembly of the group’s portfolio contents.

Artists may complete their tasks before the final project is finished. In this case, the teacher and project manager encourage them to help others in the group who are in need.

Evaluation for each of the experts is ongoing and includes self evaluation of all of the tasks assigned using a self constructed rubric. Additional self and peer evaluations provide additional information to support the nature, quantity, and quality of work ethic, and working relationships.

Assessment/Evaluation

· Diagnostic assessments surrounding safety issues and the correct identification of equipment components, as the two relate to the effective use of tools and/or equipment associated with manufacturing in a textiles environment.

· Formative assessment of environmental issues surrounding the design, materials, and resources of textiles manufacturing.

· Self assessment relating to the completion of assigned tasks, and to attitudes/behaviours, as contributing factors or barriers to success in the development of physical products.

· Peer assessment on the contributions of individual group members, as identified by the teacher, which may include attitudes such as the level of respect, caring, and willingness to assist; the degree of responsibility, including initiative, leadership, preparedness and dependability.

· Summative evaluation of web diagram (portfolio contents) using rubric (see Appendix 5.2).

Accommodations

· Monitor special needs students and pair stronger and weaker students for peer teaching.

· Use visual aids as needed.

· Provide extra instruction on a group-by-group basis.

· Allow students to modify and expand ideas and existing guidelines.

Prior Knowledge Required

· drawing skills

· familiarity with imperial and metric linear measurements

· sewing machine basics

· serger basics

· computer basics

Resources

Husqvarna Sewing Machines AB 1998 (U.K.), CD Professional Husqvarna Embroidery System Version 2.1

Martensson, Kerstin. # 1+ Husqvarna 1250, Operating Manual 1995. KWIK SEW Pattern Co., Inc., 3000 Washington Avenue North, Minneapolis, MN 55411-1699, U.S.A., 1988

Husqvarna VIKING Huskylock, Operating Manual, Model 905 and Model 910.0

Guest speakers or field trips

Simplicity DECOR Seat Covers and Place Mats. 1993, Simplicity Pattern Co. Inc., 200 Madison Ave., New York, N.Y., U.S.A.

Simplicity Heartland Appliques. 1994, Canada, 445 Finchdene Square, Scarborough, Ontario

Optional Activity - Hospitality Services

Description

Students may work independently, or with a partner to produce products that meet specified quality control measures. In their chosen role as either i) project manager, ii) head chef, iii) nutritionist or iv) computer designer, students are expected to demonstrate respect for self, others, and the environment. Student awareness of environmental issues relating to hospitality services and the effective management of foods/materials/resources are evaluated using diagnostic, formative, and self-assessment strategies. Catholic Youth Centre proposals provide evidence of the analysis of personal lifestyles and eating habits, and will include creative menu(s) for nutritious meals and snacks to be served at the centre.

Area One – Hospitality Services Experts	Maximum number of students
Nutritionist	2
Head Chef	2
Project Manager	1

Expert groups are used to define responsibilities and permit students to fulfill assigned tasks related to the expert role as outlined below. Teaching/Learning Strategies similar to those identified for the expert roles associated with Textiles Manufacturing area may be applied or modified to meet the specific requirements of this activity.

Nutritionist - The primary task will be to create nutritionally sound sample daily menus with teen appeal. Initially they collect personal nutritional data about each group member and analyse the data to identify healthy food preferences of teens. Using Canada’s Food Guide and personal goals set by individuals in the group, the nutritionists conduct research and create several menus of snacks and meals which might be served to teens at the youth centre.

Head Chef - The primary task will be to ensure that sample foods are prepared according to the recipes obtained from the research efforts of nutritionists. Head chefs are also expected to learn correct measurement techniques and equipment selection in order to provide effective guidance/instruction to peers as they prepare for food labs. The head chef also plans the food lab which includes all items on the food lab plan; an itemized shopping list is submitted to the teacher on the expected due date. At the end of a given food lab, head chefs oversee the completion of a food lab evaluation by all team members.

Project Manager - The primary role involves acting as the consumer expert who oversees every detail of the project. The project manager identifies the group’s food preferences for a given lab and works with the head chef to ensure that all details of the food lab have been accounted for.

Activity 3: Expert Groups: Area 2 – Construction

Time: 420 minutes

Description

Students design and create four main projects: i) a scale model, ii) an artist’s conception, iii) a computer-generated floor plan design, and iv) a brochure. Students gain an understanding of some basic construction concepts. They learn the basic components of wall section construction and how to construct a scale model. Students also develop skills using a variety of wood working equipment, develop drawing skills, and create floor plans using computer-aided design. Collaboration and teamwork are essential for each group’s success.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE7i - respects the environment and uses resources wisely.

Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences

Overall Expectations: TFV.01, SPV.04, ICV.01, ICV.02.

Specific Expectations: IC1.01, IC1.03.

Planning Notes

Provide:

· shop safety handout;

· instruction on safe use of equipment given to all students (i.e., demonstration, practice, teacher modeling, etc.);

· pre-cut to scale pine material for scale model building (i.e., based on a scale of 1' = 1", 2x6 material can be scaled down to approx. ¼"x¾". Ease of handling and nailing must be considered);

· 1" nails and glue;

· cardboard for the exterior wall covering of the model;

· markers and pencil crayons;

· sample brochures;

· computer software - 3D Home Architect and Microsoft Publisher (or similar software).

Provide teacher-generated modules including:

Introduction package - describes the main tasks to be completed in the Construction Technology lab. This module could include general information and space for students to sketch and design floor plans for the youth centre.

Artist conception drawings - describes a variety of drawing techniques (sketching, plan, elevation and orthographic view drawings. This module could also describe a variety of drawing tools (pencils, pens, markers, technical and felt tip pens, charcoal pencils, etc.). Other important aspects to cover include: shading, texture, materials, and adding depth and dimension.

Building design and construction - describes the basics of wall construction, exterior wall coverings, and an introduction to scale model building. This module should include details on developing a suitable scale for their project. The module could also include details of material to be used, resources available, and a picture illustrating the components of a wall section (studs, header, plates, trimmer studs, etc.). The final page could be used as drawing space for students to develop a front elevation drawing of their youth centre.

Computer designer - describes the task of creating floor plans for the youth centre. 3D Home Architect has an easy to follow quick start card (six pages) giving instruction on the major tasks required in creating computer-generated drawings. (Several other software programs are available for the computer designer task.)

Manager - describes the task of creating a brochure. The teacher creates a simple module outlining the creation of a brochure using a software package such as Microsoft Publisher.

Prior Knowledge Required

· drawing skills

· familiarity of imperial and metric measurements

· familiarity with wood working tools and equipment

· basic computer skills

Teaching/Learning Strategies

3. The teacher reviews the challenge and discusses the four main tasks to be completed. Students are given a copy of the introduction package. Each of the groups are given the minimum and maximum dimensions available to work with (e.g., an existing two-storey building in the downtown area - 30'x100'). Within each of the groups, students collaborate and sketch potential floor plans for their youth centre. Students need to refer to their planning sheets and make accommodation for the three to five main areas of focus.

The teacher removes a group of experts (the artists, builders, computer designers, or managers) from the floor plan design stage for specific instruction and then returns them to the main group. Similarly, another expert group is removed for instruction and so on until all four areas have received specific instruction on their major task.

Expert area instruction:

Artist’s conception (one student from each group) - Students receive their expert specific module. The teacher shows sample drawings of artists’ conceptions of a variety of architectural structures. Instruction is given on oblique and isometric drawing. The teacher displays a three-dimensional structure for students to practise drawing after they have returned to the group and helped complete the floor plan designs. (See strategy 4 for further instruction.)

Building design and construction (two students from each group) - Students receive their specific module and are shown an example of a wall structure (full size if available or a scale model sample). Instruction is given on scale model building and selecting an appropriate scale (e.g., 1" = 1'). The teacher also gives instruction on elevation drawings. Students return to their home group. Once the floor plans are finalized, the builders need to collaborate with their group in order to design a front elevation drawing. The front elevation drawing serves as a guide for constructing the wall section and is useful for the artist once they begin drawing the final artist’s conception. (See strategy 4 for further instructions.)

Computer designers (one student from each group) - Students receive their specific module. The teacher shows sample drawings of computer-generated floor plan drawings. Instruction is given on the essential items of a floor plan design including overall and individual room dimensions, fixtures (sinks, toilets, cabinets, stairs, etc.), doors, windows, emergency exits, etc. Students return to their groups to finalize the floor plans. (See strategy 4 for further instructions).

Managers (one student from each group) - Students receive their specific module. The teacher shows samples of a variety of brochures. Instruction is given on the essential and optional items to include (e.g., mission statement, youth centre name, logo, activities, hours, location, pictures, etc.). Students are encouraged to use computer software to create their brochures (e.g., Microsoft Publisher). Students return to their groups to finalize the floor plans. (See strategy 4 for further instructions).

Students begin their individual expert tasks. The teacher gives instruction as necessary. Students are encouraged to problem solve within their individual and expert groups. Further instruction is necessary as follows:

Artist experts - Once students have completed drawing the three-dimensional object, students sketch the front view of their youth centre using either oblique or isometric detail. Students then use the sketch to experiment with shading, texture, colour, etc. Finally, students are given an 11x17 sheet of paper to create their final drawing. Drawings are mounted on cardboard for display. Students should be encouraged to take several steps toward the finished project.

Building experts -The teacher gives safety instruction on the tools and equipment used for the construction of the model including: mitre saw, band saw, radial arm saw, stationary sanders, and a variety of small hand and power tools. Students complete the shop safety handout. The teacher gives instruction on wall layout and marking material for cutting and assembly. Students are made aware of the location and availability of materials for the project. Students begin constructing the wall section following the group generated front elevation design. Cardboard can be decorated and used for the exterior wall covering. Respect for resources and using them wisely must be stressed. Encourage students to supply materials and develop ideas in order to create interesting and unique front elevation scale models.

Computer experts - The teacher challenges the computer designer to create interesting, yet functional, designs following the group’s floor plan sketches. Based on a two-storey 30'x100' building, the computer designer can create three floor plans including the basement, main, and second floor. The teacher may discuss with the group basic layout and minimum and maximum dimensions required for commercial buildings.

Managers - The teacher challenges the manager to create an interesting and informative brochure for their group’s youth centre. The manager is responsible for overseeing the overall project in the construction technology lab. The manager should work to ensure the group is on task, on schedule, and collaborating. The manager should assist other group members as necessary. Using a checklist, project managers are also responsible for the organization and assembly of the group’s portfolio contents.

Both the computer design and artist experts complete their task before the activity is finished. The teacher and manager encourage both experts to help the builders complete the scale model. The artists can help decorate, draw, and colour the exterior covering to match their artist’s conception. The computer designer can help finish the model assembly and create objects to complement the exterior of the model (e.g., trees, bench, side walk, etc.).

Evaluation for each of the experts is ongoing and includes self-evaluation of all of the tasks assigned using a self constructed rubric. Additional self and peer evaluations will provide additional information to support the nature, quantity and quality of work ethic, and working relationships.

Assessment/Evaluation

· a formative assessment using a skill demonstration of tools, equipment, and materials and their safe use.

· a formative assessment using a skill demonstration of the proper selection of production techniques and materials to meet design specifications.

· summative evaluation of web diagram (portfolio contents) using rubric (see Appendix 5.2).

Accommodations

· Monitor special needs students and pair stronger and weaker students for peer teaching.

· Use visual aids as needed.

· Provide extra instruction on a group-by-group basis.

· Allow students to modify and expand ideas and existing guidelines.

Resources

Building Construction Technology. McGraw-Hill Ryerson, 1982.

Drafting: Tips and Tricks on Drawing and Designing House Plans. The Globe Pequot Press, 1993.

3D Home Architect Deluxe. Broderbund Software Inc., 1997.

Learn to Draw Buildings. HarperCollins Publishers, 1993.

Microsoft Publisher 2.0a. Microsoft Inc., 1991-1993.

Modern Carpentry. The Goodheart-Willcox Company Inc., 1987

Design of Wood Structure, Third Edition. McGraw-Hill Ryerson. ISBN 0-07-007678-2

Guest speakers or field trips

Activity 4: Putting It Together

Time: 120 minutes

Description

Students gather in their designated groups to begin the process of scripting their final presentation and organizing their presentation materials based on a student guide sheet. The final presentation includes all of the required components as outlined in the web diagram issued at the beginning of the unit.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE7j - contributes to the common good.

Strand(s): Theory and Foundations

Overall Expectations: TFV.03.

Specific Expectations: TF1.04.

Planning Notes

· Encourage students to use a variety of software programs in the completion of the assigned tasks.

· A teacher-generated project evaluation guideline includes: a listing of group products created, criteria for evaluation (aesthetics, utility, design, etc.), evaluation of products using those specified criteria, and suggestions for improvement. The teacher also provides a presentation guideline which includes: completeness and quality of the overall project, organization, creativity, enthusiasm, equal group participation, etc.

Prior Knowledge Required

· script writing skills

· presentation skills

· organizational skills

Teaching/Learning Strategies

Group members meet to clearly define the role each person assumes during the presentation. Using a presentation evaluation form to guide them through the process, students create a script for their youth centre proposal that reflects equal participation by all group members when they appear before city council.

Assessment/Evaluation

· Summative evaluation of group’s script.

· Formative assessment of the individual’s ability to identify and apply appropriate criteria for evaluating projects and to suggest improvements.

· Formative assessment and evaluation of daily work log reflection.

· Self-evaluation of individual performance as a member of a team.

Accommodations

· Provide examples of completed work.

· Provide educational assistant assistance with script writing.

· Pair special needs students with peer mentors.

· Provide extra instructions on a one-to-one basis as needed.

· Provide a script-writing template for student use.

Activity 5: Presentations

Time: 120 minutes

Description

Classroom presentations provide the basis for a summative evaluation of this unit. Students, in their designated groups, present their youth centre proposal to their classmates, who role play as members of city council, and the teachers, who role play as mayor and city planner. Maximum time allowed for presentations and the fielding of questions is limited to 5 to 7 minutes. Each group evaluates peer group presentations according to specified guidelines. Students also complete an individual self and peer evaluation at the conclusion of the presentations.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good.

Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences

Overall Expectations: TF.02, SPV.02, SPV.03.

Specific Expectations: TF1.04, SP1.01, SP1.03, SP1.04.

Planning Notes

· Provide teacher-generated self and peer evaluation.

· Allow groups time to practise and make final preparations.

· Choose the order of the presentations.

· Select a timer to monitor presentation time lines.

Prior Knowledge Required

· exposure to public speaking techniques

· good command of the English language

Teaching/Learning Strategies

4. Students meet in groups to organize themselves and practise prior to making their presentation.

Teacher orally reviews presentation etiquette (polite, respectful attitude, attentive, etc.).

Teacher allows each group five to seven minutes to present.

Teacher allows each group several minutes to evaluate the presenting group prior to the next presentation.

At the conclusion of all presentations students complete a self and peer evaluation.

If time allows, students are given an opportunity to share in a debriefing session.

Assessment/Evaluation

· Summative evaluation of portfolio contents as defined in web diagram (Appendix 5.2).

· Performance assessment of group presentation (Appendix 5.1).

· Formative assessment of peer- and self-evaluation.

Appendix 5.1: Group Presentation Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Role play to communicate understanding	- ability to organize thoughts, verbalize knowledge, select and present samples of finished work is in need of improvement	- satisfactorily organizes thoughts, verbalizes knowledge, selects and presents samples of finished work	- effectively organizes thoughts, verbalizes knowledge, selects and presents samples of finished work	- exceptionally organizes thoughts, verbalizes knowledge, selects and presents samples of finished work
Presentation format - introduction - content - summary - questions	- incomplete organization, limited coherence and includes one or two aspects of the presentation criteria	- adequately organized sequentially, limited coherence and includes two to three aspects of the presentation criteria	- effectively organized sequentially, logical and includes all four aspects of the presentation criteria	- exceptionally well organized sequentially, logical and includes all four aspects of the presentation criteria
Presentation delivery	- presents in a low, rushed, monotone manner, with infrequent eye contact and limited clarity 1 - 3 minutes	- presents with adequate enthusiasm with some eye contact, acceptable voice clarity 3 - 5 minutes	- presents with enthusiasm maintaining eye contact, speaking clearly and pausing effectively 5 - 7 minutes	- presents with a high degree of enthusiasm maintaining eye contact, speaking clearly and pausing effectively 5 - 7 minutes
Collaboration/ team work:	- participation by group members, commitment to group, respect, attention and sensitivity to others is in need of improvement	- participation by group members, commitment to group, respect, attention and sensitivity to others is satisfactory	- equal participation by group members, commitment to group, shows respect, attention and sensitivity to others effectively	- equal participation by group members, commitment to group, respect, attention and sensitivity to others is exceptional
Overall effort	- reads from script, minimal evidence of rehearsal, and answers with difficulty	- some lines memorized, limited evidence of rehearsal and answers questions satisfactorily	- lines memorized, evidence of rehearsal and answers questions confidently	- lines memorized, excellent flow, use of props, music, costume and answers questions confidently

Appendix 5.2: Web Diagram Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Range of technologies (e.g., computer software, hand tools, power tools and equipment)	- portfolio content reflects the use of an exceptionally wide range of technologies (average of 1 -2 per student)	- portfolio content reflects the use of an exceptionally wide range of technologies (average of 3-4 per student)	- portfolio content reflects the use of a wide range of technologies (average of 5 per student)	- portfolio content reflects the use of an exceptionally wide range of technologies (average of 6 or more per student)
Portfolio contents	- products and print are incomplete and the portfolio contains 6 - 7 of the required items	- products and print are completed satisfactorily and the portfolio contains 8 - 10 of the required items	- products and print are fully completed and contents meet the 11 required items	- products and print are excellent and contents exceed the 11 required items
Neatness and organization (e.g., displays, groupings, titles, table of contents, headings etc.)	- portfolio content organization and presentation needs improvement	- portfolio content reflects satisfactory attention to organization and presentation	- portfolio content exemplifies care in its organization and presentation	- portfolio content exemplifies a high degree of attention to its organization and presentation
Quality of contents	- print materials contain frequent spelling and grammar errors, products reflect limited attention to detail and accuracy	- print materials contain few spelling and grammar errors, products reflect satisfactory attention to detail and accuracy	- print materials exemplify error-free spelling and grammar, products reflect attention to detail and accuracy	- print materials exemplify error-free spelling and grammar, products exemplify a high degree of attention to detail and accuracy
Creativity	- emerging originality of designs, concepts and products, and their usefulness relative to the Catholic Youth Centre Proposal	- varying degrees of originality of designs, concepts and products, and their usefulness relative to the Catholic Youth Centre Proposal	- high level of originality of designs, concepts and products, and their usefulness relative to the Catholic Youth Centre Proposal	- impressive originality of designs, concepts and products, and their usefulness relative to the Catholic Youth Centre Proposal

Appendix 5.3: Web Diagram

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