Course: STEM Future Lab | |||
1st 9 weeks | 2nd 9 Weeks | 3rd 9 Weeks | 4th 9 Weeks |
Unit 1: Safety and Measurement Unit 2: Architecture | Unit 3: Construction Unit 4:Arts and A/V
| Unit 5: Information Technology Unit 6: Manufacturing | Unit 7: Engineering Unit 8: Transportation Unit 9: Law |
Unit 0: First Week Unit 1: Safety and Measurement (3 Weeks) -Course Introduction -Measurement - Metric vs Standard Nominal vs Actual -Measurement activities Area & Perimeter Measuring Tools
Design (1 Week)- Classroom Floor Plan (On Graph Paper)Rough sketch
Safety (1 Week) -General Shop -Personal Safety - Hand Tool Safety -Tool I.D.
Construction Lab Tour -Map and Video
Hand Tool Project (2 weeks)
Unit 2 Architecture and Construction: (5 Weeks)
Sketchup (2 weeks)
-SketchUp Dog House
-Getting Started with Sketchup Part 1, 2, & 3
-Design Toolbox using Sketchup (3 days)
-Toolbox Project (3 weeks)
-Drill Press Safety -Combo Sander Safety -Finishing. -Technical Vocabulary -Blue Print reading | Unit 3 Construction: (7 Weeks) Lumber (½ week) -Hardwood/Softwood -Cutting and nailing -Power Tool Safety
Fasteners (½ week) -Nails, screws, glue, clamps, tape
-Hammer, drill, nailgun, wood glue
-Power Tool Safety (1 Week)
-Small Scale Wall Build (2 Weeks) House Design Construction of Interior/Exterior of House using ½” grid paper and scale drawing
-Small Wall Build (3 weeks) Framing, Electrical, Plumbing,
Unit 4 Art and A/V (4 Weeks) -Sprite Creation
Program Of Study: Learning HS P.O.S.
| Cont. Unit 4 Art and A/V (4 Weeks) -Sprite Creation
Unit 5: Information Technology Info Tech (3 Weeks) -Computer Hardware Components -Learn 2D Gaming with Block Language -Scratch, Codecombat -Microsoft Office and Google Suite
H.S. Pathways Review before course sign up(1-2 days)
Unit 6 Manufacturing : (3 Weeks) -Manufacturing Process -Lathe Safety -Quality Control
Unit 7 Engineering: (3 Weeks) --Engineering Design Process -Engineering Notebook -Prototyping -Data Collection - Structural Engineering - Bridge Construction (3 weeks)
| Unit 7 Engineering: (4 Weeks) --Engineering Design Process -Engineering Notebook -Prototyping -Data Collection -Whitebox CO2 cars (4 Weeks)
Unit 8 Transportation: (4 Weeks) -4 Cycle Motor Operation -4 Cycle Break Down and Build (Brand New Engines) -Explain how an Internal Combustion Engine works
Unit 9 Law: (1 Weeks) Law Enforcement Forensic Lab (School Speciality) -Collecting Evidence and using Scientific Method to draw conclusions |
Required Project: Hand Tool Project (Will carry over into 2nd 6wks) Sketchup Part 1 (general house), Sketchup Part 2 (house exterior), Sketchup Part 3 (house interior) | Required Project: Small Wall Build
Scale Model Build
Tool Box
Sprite Creation | Required Project: Create Video Game (Scratch)
Fidget Stick
Whitebox Bridges
| Required Project:
Whitebox CO2 Race Cars
Build Motor
Fingerprint Lab
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Additional Activities: -Getting Started with Sketchup Part 4 -Explorer Woodworking Textbook lessons | Additional Activities: | Additional Activities: Adobe Dreamscape
Name Plaque Scroll Project (additional) | Additional Activities: Pen Turning Kit Cube in a cube Lightsaber |
Employability Skills | |||
Cycle 1: -Professionalism -Ethics 127.15(1)(A) 127.15(1)(E) 127.15(1)(F) 127.15(1)(G) 127.15(1)(H) 127.15(1)(I) 127.15(1)(K) 127.15(1)(L) 127.15(1)(M) | Cycle 2: -Teamwork -Problem Solving 127.15(1)(B) 127.15(1)(I) | Cycle 3: -Self Management Skill -Conflict Resolution -Leadership 127.15(1)(B) 127.15(1)(D) 127.15(1)(E) 127.15(1)(F) 127.15(1)(G) 127.15(1)(H) 127.15(1)(I) 127.15(1)(J) 127.15(1)(M) | Cycle 4: Communication Skills 127.15(1)(C)
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CHOICES 360 Activities L1 | |||
Interest Profiler OR | A Picture of Me in the Future OR | ||
Career Finder | Cover Letter Creator | ||
Career and Technology Education Scope and Sequence
Units | TEKS (detailed) | Unit Duration |
Career Investigation | 127.2 (1) The student investigates one or more careers within the 16 career clusters. The student is expected to: (A) identify the various career opportunities within one or more career clusters; and(B) identify the pathways within one or more career clusters.
(2) The student investigates career pathways in one or more of the 16 career clusters. The student is expected to: (A) research the academic requirements for one or more of the careers in an identified cluster; (B) research the certification or educational requirements for careers; and (C) describe the technical-skill requirements for careers.
(3) The student investigates the professional skills needed for college and career success. The student is expected to: (A) apply core academic skills to meet personal, academic, and career goals; (B) investigate the importance of co-curricular, extracurricular, career preparation, and extended learning experiences; (C) investigate the steps required to participate in a variety of career and educational opportunities, including, but not limited to, entry-level employment, military service, apprenticeships, community and technical colleges, and universities; (D) identify professional associations affiliated with a career pathway; (E) recognize the value of community service and volunteerism; and (F) demonstrate characteristics required for personal and professional success such as work ethics, integrity, dedication, perseverance, and interacting with diverse populations.
(4) The student investigates labor market information. The student is expected to: (A) analyze national, state, regional, and local labor market information; (B) classify evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information; and (C) analyze the effects of changing employment trends, societal needs, and economic conditions on career planning.
(5) The student investigates job-seeking skills. The student is expected to: (A) identify the steps for an effective job search; (B) describe appropriate appearance for an interview; and (C) participate in a mock interview.
(6) The student creates professional documents required for employment. The student is expected to: (A) develop a resume; (B) write appropriate business correspondence such as a letter of intent and a thank you letter; (C) complete sample job applications; and (D) explain protocol for selecting and using references | Taught Throughout Each Unit |
Unit 1: Safety and Measurement
| 127.2 (3) The student investigates the professional skills needed for college and career success. The student is expected to (F) demonstrate characteristics required for personal and professional success such as work ethics, integrity, dedication, perseverance, and interacting with diverse populations.
High School TEKS: 130.43 (2) The student understands that safe working standards are imperative in the classroom and in the field. The student is expected to: (A) explain the idea of a safety culture; (B) explain the importance of a safety culture in the construction crafts; (C) explain the role of the OSHA in job-site safety; (D) explain fall protection, ladder safety, stair safety, and scaffold safety procedures; (E) demonstrate the use and care of appropriate personal protective equipment, including safety goggles and glasses, hard hats, gloves, safety harnesses, and safety shoes; (F) define safe work procedures around electrical hazards; and (G) explain the importance of Safety Data Sheets (SDS).
(3) The student understands the importance of recognizing potential hazards and preventing accidents in the classroom and in the field. The student is expected to: (A) identify causes of accidents; (B) identify impacts of accident costs; (C) define hazard recognition;
(4) The student understands basic construction mathematics. The student is expected to: (A) add, subtract, multiply, and divide whole numbers with and without a calculator; (B) add, subtract, multiply, and divide fractions; (C) add, subtract, multiply, and divide decimals with and without a calculator; (D) convert decimals to percentages and percentages to decimals; and (E) convert fractions to decimals and decimals to fractions.
(5) The student demonstrates basic measuring practices. The student is expected to: (A) use a standard ruler, a metric ruler, a measuring tape, and an architectural/engineering scale to measure; (B) explain what the metric system is and how it is important in the construction trade; (C) recognize and use metric units of length, weight, volume, and temperature; and (D) recognize some of the basic shapes used in the construction industry and apply basic geometric principles to measure them. | 6 Weeks |
Unit 2: Architecture
| 127.2 (1) The student investigates one or more careers within the 16 career clusters. The student is expected to: (A) identify the various career opportunities within one or more career clusters; and(B) identify the pathways within one or more career clusters
(2) The student investigates career pathways in one or more of the 16 career clusters. The student is expected to: (A) research the academic requirements for one or more of the careers in an identified cluster; (B) research the certification or educational requirements for careers; and (C) describe the technical-skill requirements for careers.
High School TEKS: 130.42 (29) The student reads technical drawings and documents to plan a project. The student is expected to: (A) interpret blueprints and drawings to assist with project planning; (B) recognize elements and symbols of blueprints and drawings; (C) relate information on blueprints to actual locations on the print; (D) recognize different classifications of drawings; and (E) interpret and use drawing dimensions | 6 Weeks |
Unit 3: Construction | 127.2 (1) The student investigates one or more careers within the 16 career clusters. The student is expected to: (A) identify the various career opportunities within one or more career clusters; and(B) identify the pathways within one or more career clusters
(2) The student investigates career pathways in one or more of the 16 career clusters. The student is expected to: (A) research the academic requirements for one or more of the careers in an identified cluster; (B) research the certification or educational requirements for careers; and (C) describe the technical-skill requirements for careers.
High School TEKS: 130.43 (6) The student acquires knowledge about care and identification of hand tools. The student is expected to: (A) recognize and identify the basic hand tools and their purposes for the construction trades; (B) inspect basic hand tools visually to determine if they are safe for use; and (C) use the basic construction hand tools safely and properly
(8) The student develops the basics of construction drawing. The student is expected to: (A) interpret and use drawing dimensions; (B) recognize and identify basic construction terms; (C) recognize and identify basic drawing components; (D) recognize and identify commonly used drawing symbols; (E) relate information on construction drawings to actual locations on the print; and (F) recognize different classifications of construction drawings. | 6 Weeks |
Unit 4: Information Technology and Arts and A/V | 127.2 (1) The student investigates one or more careers within the 16 career clusters. The student is expected to: (A) identify the various career opportunities within one or more career clusters; and(B) identify the pathways within one or more career clusters
(2) The student investigates career pathways in one or more of the 16 career clusters. The student is expected to: (A) research the academic requirements for one or more of the careers in an identified cluster; (B) research the certification or educational requirements for careers; and (C) describe the technical-skill requirements for careers.
High School TEKS: 130.82 (9) The student understands principles of video game design. The student is expected to: (A) demonstrate knowledge and appropriate use of computer operating systems; (B) demonstrate appropriate use of hardware components, software programs, and storage devices; (D) demonstrate knowledge of file formats and cross-platform compatibility; (E) acquire and exchange information;
130.302 (3) The student uses evolving and emerging technologies to exchange information. The student is expected to: (A) identify and describe functions of various evolving and emerging technologies; (B) send and receive text information and file attachments using electronic methods such as email, electronic bulletin boards, and instant message services; (C) demonstrate effective Internet search strategies, including keywords and Boolean logic, using various available search engines; (D) identify the various components of a Uniform Resource Locator; (E) demonstrate ability to effectively test acquired information from the Internet for accuracy, relevance, and validity; (F) explain issues concerning computer-based threats such as computer viruses, malware, and hacking; and (G) explain issues concerning Internet safety such as identity theft, online predators, cyberbullying, and phishing | 6 Weeks |
Unit 5: Engineering & Manufacturing | 127.2 (1) The student investigates one or more careers within the 16 career clusters. The student is expected to: (A) identify the various career opportunities within one or more career clusters; and(B) identify the pathways within one or more career clusters
(2) The student investigates career pathways in one or more of the 16 career clusters. The student is expected to: (A) research the academic requirements for one or more of the careers in an identified cluster; (B) research the certification or educational requirements for careers; and (C) describe the technical-skill requirements for careers.
High School TEKS: 130.352 (7) The student describes the factors that affect the evolution of technology. The student is expected to: (A) analyze how changes in technology affect manufacturing practices; (B) evaluate how the development of technology in manufacturing is influenced by past events; (C) analyze the international effects of technology; (D) demonstrate how advancements in technology have affected the field of engineering; (E) evaluate the factors that affect the implementation of new ideas(4) The student manufactures products using the appropriate tools, equipment, machines, materials, and technical processes.
(4) The student is expected to: (A) analyze the processes needed to complete a project such as initiate, plan, execute, monitor and control, and close; and (B) use a variety of tools and equipment to produce an item;
130.402 (2) The student investigates the components of engineering and technology systems. The student is expected to: (A) investigate and report on the history of engineering science; (B) identify the inputs, processes, and outputs associated with technological systems; (C) describe the difference between open and closed systems; (D) describe how technological systems interact to achieve common goals; (E) compare and contrast engineering, science, and technology careers; (F) conduct and present research on emerging and innovative technology; and (G) demonstrate proficiency of the engineering design process.
(3) The student presents conclusions, research findings, and designs using a variety of media throughout the course. The student is expected to: (A) use clear and concise written, verbal, and visual communication techniques; (C) use sketching and computer-aided drafting and design (CADD) to develop and present ideas; | 6 Weeks |
Unit 6: Transportation | 127.2 (1) The student investigates one or more careers within the 16 career clusters. The student is expected to: (A) identify the various career opportunities within one or more career clusters; and(B) identify the pathways within one or more career clusters
(2) The student investigates career pathways in one or more of the 16 career clusters. The student is expected to: (A) research the academic requirements for one or more of the careers in an identified cluster; (B) research the certification or educational requirements for careers; and (C) describe the technical-skill requirements for careers.
High School TEKS: 130.441 (4) The student understands the historical, current, and future significance of the transportation industries. The student is expected to: (A) define terms associated with the transportation industries; (B) identify the scope and effect on society of the transportation industries; (C) identify significant historical and current developments in the transportation industries; (D) identify potential future development for transportation industry systems; | 4 Weeks
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Unit 7: Law | 127.2 (1) The student investigates one or more careers within the 16 career clusters. The student is expected to: (A) identify the various career opportunities within one or more career clusters; and(B) identify the pathways within one or more career clusters
(2) The student investigates career pathways in one or more of the 16 career clusters. The student is expected to: (A) research the academic requirements for one or more of the careers in an identified cluster; (B) research the certification or educational requirements for careers; and (C) describe the technical-skill requirements for careers.
High School TEKS: 130.332 (6) The student analyzes the legal responsibilities associated with roles and functions within law, public safety, corrections, and security organizations to demonstrate a commitment to professional and ethical behavior. The student is expected to: (A) examine real-world situations involving ethical dilemmas and professional conduct; (B) explain laws, regulations, and policies that govern professionals; and (C) recommend a strategy for responding to an unethical or illegal situation. (
7) The student recognizes the importance of interagency cooperation. The student is expected to: (A) discuss the importance of police, fire, emergency medical services, court, corrections, and security systems working together to protect the public; | 2 Weeks |