Students will:

1. Properly choose, safely use, and store common hand tools.

2. Follow orderly set of directions.

3. Measure in fractions to ¼ of an inch.

4. Fabricate a product from a set of drawings.

5. Work cooperatively to solve problems.

Resource Materials:

Teacher created materials
Lab equipment
Hand tools
Graph paper

1. Identify; demonstrate the application and proper use of common hand tools. (6 weeks).

2. Identify correct procedure and demonstrate each procedure. (3 weeks)

3. What is measurement and layout? (4 weeks)

4. How do we transfer a measurement to a working surface? (4 weeks)

5. Clamping procedures and teamwork on power tools. (6 weeks)

Assessment:

Quiz
Test
Teacher evaluation
Teacher observation

Students will:

1. Be introduced to drafting vocabulary (vertical, horizontal, parallel, 90°, right angle, perpendicular, radius, diameter, 360° circle.

2. Use drafting tools to produce a – number of drawings designed to give practical meaning to the vocabulary and apply it to the fabrication of some object.

3. Have an opportunity to develop extra skills if desired.

4. Develop a full scale and half scale fold-up drawing.

5. Be introduced to common hand tools that can take the place of the drafting tools.

6. Fabricate a product they have drawn.

Resource Materials:

Teacher created materials
Sheet metal
Lab equipment
Hand tools

1. Think it, see it, draw it, and fabricate it throughout the 6 weeks.

2. Do the 5 drawings graded from 1 to 20. (2 ½ weeks)

3. Any free time, resource time or Drafting Club.

4. Three to four days.

5. When each tool is necessary in following a procedure. (3 weeks)

6. Same as # 5 above.

Assessment:

Drawings from 1-20 points
Quiz and test on vocabulary
1 – 20 points on fold-up drawings
Observation of students with tools
Finished product
Homework

Students will:

1. Develop a full scale and half scale drawing measuring to 1/16 of an inch.

2. Properly choose, safely use, and store hand tools.

3. Follow orderly set of directions.

4. Fabricate a product from a set of drawings and be able to make some adjustments to equipment.

5. Work cooperatively to solve problems.

Resource Materials:

Teacher created materials
Lab equipment
Sheet metal
Hand tools

1. Do 2-3 drawings graded from 1-20. (1 week)

2. Identify and demonstrate the proper use and application of common hand tools. (6 weeks)

3. Transfer measurements from a set of drawings to a working surface. (5 weeks)

4. Change and relocate fingers and stops on box and pan brake. Change twist drills in drill press. (4 weeks)

5. Perform secondary manufacturing processes and identify the processes as it relates to our facilities. (4 weeks)

Assessment:

Oral and written quiz and test
Observation of performance
Visual assessment of product:

· Size

· Shape

· Squareness

· Fit

Students will accomplish the following:

1. Define natural resources.

2. Identify renewable and non-renewable resources.

3. Explain the formation of fossil fuel and reasons for the supply to be finite.

4. Give examples of conservation and how consumers can impact.

5. Give examples of alternative energy sources and evaluate them.

6. Compare alternate energy sources with contemporary energy sources.

7. Whale unit. Identify the following:

Physical description

Feeding habits

Migration

Social interaction

Resource Materials:

Field Studies

Tayamentasachta

Speakers

Internet

Magazines

Books

Library

Teacher resources

1. Natural resource, renewable and non-renewable resources. (1 week)

2. Fossil fuels, conservation, consumers. (1 week).

3. Alternative energy sources and contemporary sources. (2 weeks)

4. Whale unit, tied with Whale Day. (2 weeks)

Assessment:

Teacher-made test and quizzes

Group projects

Presentations

Homework

Class-work
Observations

Students will be able to:

1. Explain the importance of biodiversity, for the world and the local area.

2. Identify the three levels of biodiversity and the roles they play in nature.

3. Describe the five main threats facing biodiversity.

4. Identify people's impact on biodiversity.

5. Investigate ways they can protect biodiversity I.e. careers, awareness, and consumers).

Resource Materials:

Student magazines

Teacher resource materials

Tayamentasachta

Internet

Guest speakers

Field trips

Computer lab

Videos

Conferences

Newspapers

Library

1. Biodiversity and the various levels (1 week).

2. Role and importance of the various levels of biodiversity (2 weeks).

3. Reasons for the loss of biodiversity (2 weeks).

4. Investigate and problem solve what is being done to prevent the loss of biodiversity (1 week).

Assessment:

Authentic assessment

Performance assessment - teacher observes student

performance

Field studies

Project assessments

Content assessments - tests, homework, quizzes

Students will be able to:

1. Define a wetland.

2. Identify the different types of wetland and their components.

3. Explain the functions of a wetland.

4. Identify and define a watershed (mapping).

5. Locate several features in and around the Chesapeake Bay watershed.

6. Describe the life cycles and problems of the Bay animals.

7. Interpret how people's actions locally affect life in a wetland, watershed and Chesapeake Bay (point and non-point pollution, sedimentation, and excess nutrients).

Resource Materials:

Teacher resource materials

Magazines

Newspapers

Maps

Internet

Tayamentasachta

Library

Conferences

Field trips

Guest speakers

Computer lab

Videos

1. Wetlands and their functions (1 week).

2. Types of wetlands (1 week).

3. Watersheds (1 week).

4. Local watersheds and the Chesapeake Bay (3 weeks).

Assessment:

Authentic assessment

Observations

Teacher-made test and quizzes

Projects

Presentations

Homework