ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Mechanical Drawing 1 – 6, Levels 1, 2 and 3
GRADE LEVEL: Grade 9-12
CREATION DATE: February, 2005
Essential Question, Concept or Theme: A. Multi-View Drawing
(orthographic projection)
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
A. Multi-View Drawing
(orthographic projection)
1. Demonstrate the ability to develop
two and three-view drawing with
80% accuracy while maintaining
consistency in line weight.
a. Demonstrate and describe the
centering procedures of a two
or three-view drawing.
b. Describe, demonstrate and
apply the use of a scale.
(engineer and architectural)
c. Identify and apply the alphabet
of lines with terms and uses.
2. Identify and select the various views
of an object.
a. Determine the number of views
needed to describe fully the
shape and size of an object.
3. Describe, demonstrate and apply
proper technique in three view
projection; orientation of object;
selection and placement of views;
developing the drawing; projection
of points, lines, and surfaces;
placement of center and hidden lines.
a. Describe the difference between
first and third angle of projection.
b. Define the term orthographic
projection.
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Assessment
Approx. Time Allotment: Required ~ 50
Aligned Materials/
Resources/Technology
Instructional Strategies
A. Multi-View Drawing
(orthographic projection)
A. Multi-View Drawing
(orthographic projection)
A. Multi-View Drawing
(orthographic projection)
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing –
CAD-Communications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class
periods. Time is approximated due
to the nature of the course; the
activities by the instructor
must be tailored to each year’s
student population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
1.
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Standard drafting lab
equipment/facilities
2. Library resources
3. Videos available
through RTMSD and DCIU
4. Internet
Class work/participation/
class discussions
Teacher directed instruction
Self directed software tutorials
Hands on learning activities and
investigation in the proper use of
hand tools and design processes.
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Page 1 of 26
-1-
February 2005
Essential Question, Concept or Theme: A. Multi-View Drawing
(orthographic projection)
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
A. Multi-View Drawing
(orthographic projection)
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
Remediation Strategies
A. Multi-View Drawing
(orthographic projection)
1.
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
2.
Aide in the classroom
3.
4.
Approx. Time Allotment: Required ~ 50
A. Multi-View Drawing
(orthographic projection)
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students use
f. Bring in objects or independent study
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
Students who demonstratereal capability in lab
exercise can become lab assistants who help set up
and run labs for their classmates, plus extend an
helping hand for those in need.
While students are generally permitted to select their
own seating placement in class – teachers may
assign seats as needed – do well and you may freely
select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written and
document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
A. Multi-View Drawing
(orthographic
projection)
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 2 of 26
-2-
February 2005
Essential Question, Concept or Theme: B. Dimensioning
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B; 3.7.10 A,B,C,D,E
Benchmark/Skills
B. Dimensioning
1. Demonstrate and apply
measurements, notes, and
symbols to orthographic
projections on a technical drawing.
a. Describe, demonstrate and
apply ANSI (American
National Standards Institute)
standards for dimensioning
And notes.
b. Describe, demonstrate and
apply dimensioning techniques
to technical drawings using
either SI (metric) units or U.S.
customary units.
c. Explain and differentiate
between size dimensions and
location dimensions.
d. Apply the appropriate sizes
for precision fits between
matching parts.
e. Demonstrate and apply
geometric tolerances using
symbols and notes.
f. Dimension a technical drawing
using either SI (metric) or U.S.
customary units.
g. Designate appropriate surface
textures
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Assessment
Approx. Time Allotment: Required ~ 30
Aligned Materials/
Resources/Technology
Instructional Strategies
B. Dimensioning
B. Dimensioning
B. Dimensioning
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CADCommunications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class periods.
Time is approximated due to the
nature of the course; the activities by
the instructor must be tailored to
each year’s student population,
and may vary in duration and
intensity, and therefore cannot be
pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated
labs, activities, and
projects
5. Paper, pencils, erasers,
project blocks, isometric
paper, graph paper
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes.
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Page 3 of 26
-3-
February 2005
Essential Question, Concept or Theme: B. Dimensioning
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
B. Dimensioning
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
Remediation Strategies
B. Dimensioning
1.
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
2.
Aide in the classroom
3.
4.
Approx. Time Allotment: Required ~ 30
B. Dimensioning
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes (especially
spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or
research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set up
and run labs for their classmates, plus extend an
helping hand for those in need.
While students are generally permitted to select their
own seating placement in class – teachers may assign
seats as needed – do well and you may freely select
your seat.
Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Multicultural/
Interdisciplinary
Connection
B. Dimensioning
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 4 of 26
-4-
February 2005
Essential Question, Concept or Theme: C. Auxiliary Views
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
C. Auxiliary Views and
Resolutions
1.
2.
Develop a primary or secondary
auxiliary view of an inclined
surface.
a. Determine when a
partial auxiliary view is
acceptable and when a
complete auxiliary view
is required.
Project and draw an
auxiliary sectional view.
a. Use the concept of
revolutions to establish
the true size and shape
of incline surfaces.
Assessment
Approx. Time Allotment: Required ~ 20
Aligned Materials/
Resources/Technology
Instructional Strategies
C. Auxiliary Views and
Resolutions
C. Auxiliary Views and
Resolutions
C. Auxiliary Views and
Resolutions
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CADCommunications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class
periods. Time is approximated due
to the nature of the course; the
activities by the instructor must be
tailored to each year’s student
population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated labs,
activities, and projects
5. A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle,
45-90-45 triangle
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes.
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 5 of 26
-5-
February 2005
Essential Question, Concept or Theme: C. Auxiliary Views
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
C. Auxiliary Views and
Resolutions
Enrichment Strategies
C. Auxiliary Views and Resolutions
Approx. Time Allotment: Required ~ 20
Remediation Strategies
C. Auxiliary Views and
Resolutions
C. Auxiliary Views and
Resolutions
1.
General adaptations for all
themes may include but are
not limited to:
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes (especially
spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students use
f. Bring in objects or Independent study assignments
such as supplementary articles, projects, or
research
g. Additional original and creative projects agreed
upon by both instructor and student
2. Students who demonstrate real capability in lab
exercise can become lab assistants who help set up
and run labs for their classmates, plus extend an
helping hand for those in need.
3. While students are generally permitted to select their
own seating placement in class – teachers may
assign seats as needed – do well and you may freely
select your seat.
4. Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written and
document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 6 of 26
-6-
February 2005
Essential Question, Concept or Theme: D. Sectional Views and Conventions
Approx. Time Allotment: Required ~ 20
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
D. Sectional Views and Conventions
1.
2.
3.
Describe the purpose of a
sectional view.
a. Select the appropriate
type of sectional view
to show the hidden
feature.
Show ribs, webs, fasteners, or
similar features when a cutting
plane passes through them.
a. Rotate certain features
into the cutting plane.
Describe and use
conventional breaks and
symbols
D. Sectional Views and Conventions
D. Sectional Views and Conventions
D. Sectional Views and
Conventions
May include, but are not limited to:
Course Approved Textbook:
Mechanical Drawing – CADCommunications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class periods.
Time is approximated due to the
nature of the course; the activities by
the instructor must be tailored to
each year’s student population,
and may vary in duration and
intensity, and therefore cannot be
pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab equipment/
facilities
2. Library resources
3. Internet
4. Teacher generated labs,
activities, and projects
5. A size paper, pencils, erasers,
project blocks, isometric paper,
graph paper, compass, scale,
30-60-90 triangle,
45-90-45 triangle
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 7 of 26
-7-
February 2005
Essential Question, Concept or Theme: D. Sectional Views and Conventions
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
D. Sectional Views
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
D. Sectional Views
1.
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Visual & auditory aids
Aide in the classroom
2.
3.
4.
Remediation Strategies
D. Sectional Views
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
f. Bring in objects or Independent study
Alternate assignments and
assessment
Approx. Time Allotment: Required ~ 20
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written
and document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
D. Sectional Views
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 8 of 26
-8-
February 2005
Essential Question, Concept or Theme: E. Threads and Fasteners
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
E. Threads and Fasteners
1.
2.
Identify and describe various types of
fasteners
a. Define common screw thread
terms.
Specify threads and fasteners on
a technical drawing
a. Draw detailed, schematic, and
simplified thread representations
b. Name and describe common
thread series
c. Describe and specify classes
of thread fits
d. Draw various types of threaded
fasteners
Assessment
Approx. Time Allotment: Required ~20
Aligned Materials/
Resources/Technology
Instructional Strategies
E. Threads and Fasteners
E. Threads and Fasteners
E. Threads and Fasteners
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CADCommunications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class
periods. Time is approximated due
to the nature of the course; the
activities by the instructor must be
tailored to each year’s student
population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated
labs, activities, and
projects
5. A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle,
45-90-45 triangle,
dividers
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 9 of 26
-9-
February 2005
Essential Question, Concept or Theme: E. Threads and Fasteners
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
E. Threads and Fasteners
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
E. Threads and Fasteners
1.
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Visual & auditory aids
Aide in the classroom
2.
3.
4.
Remediation Strategies
E. Threads and Fasteners
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
f. Bring in objects or Independent study
Alternate assignments and
assessment
Approx. Time Allotment: Required ~20
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written and
document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
F. Threads and
Fasteners
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 10 of 26
- 10 -
February 2005
Essential Question, Concept or Theme: F. Pictorial Drawing
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
F. Pictorial Drawing
1. Identify and describe various uses
of pictorial drawings
a. Select and draw the most
practical type of pictorial for
specific purpose
b. Create isometric drawings
with the isometric axes in
normal and reversed
positions.
2. Describe the basic differences
in the three types of axonometric
projection.
a. Construct irregular curves in
pictorial views.
b. Select and draw appropriate
pictorial sections
Assessment
Approx. Time Allotment: Required ~10
Aligned Materials/
Resources/Technology
Instructional Strategies
F. Pictorial Drawing
F. Pictorial Drawing
F. Pictorial Drawing
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CAD
Communications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class
periods. Time is approximated due
to the nature of the course; the
activities by the instructor must be
tailored to each year’s student
population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated labs,
activities, and projects
5. A size paper, pencils, erasers,
project blocks, isometric
paper, graph paper, compass,
scale, 30-60-90 triangle,
45-90-45 triangle, dividers
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 11 of 26
- 11 -
February 2005
Essential Question, Concept or Theme: F. Pictorial Drawing
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
F. Pictorial Drawing
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
F. Pictorial Drawing
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
f. Bring in objects or Independent study
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Remediation Strategies
F. Pictorial Drawing
1.
2.
3.
4.
Approx. Time Allotment: Required ~10
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written and
document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
F. Pictorial Drawing
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 12 of 26
- 12 -
February 2005
Essential Question, Concept or Theme: G. Working Drawings
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
G. Working Drawings
1.
2.
Identify and describe the
various types of working
drawings and explain the
purpose of each.
a. Set up a working drawing.
b. Explain the procedure
for checking a set
“working drawings”
c. Develop detail drawings,
assembly drawings, and
assembly working drawings.
Identify, develop and use
tabulated drawings for standard
parts to be produced in a angle
of sizes.
a. Design and draw a title
block, incorporating
standard items of
information.
b. Develop a standard bill
of material.
Assessment
Approx. Time Allotment: Required ~20
Aligned Materials/
Resources/Technology
Instructional Strategies
G. Working Drawings
G. Working Drawings
G. Working Drawings
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CADCommunications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class
periods. Time is approximated due
to the nature of the course; the
activities by the instructor must be
tailored to each year’s student
population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated labs,
activities, and projects
5. A size paper, pencils,
erasers, project blocks,
isometric paper, graph paper,
compass, scale,
30-60-90 triangle,
45-90-45 triangle, dividers
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 13 of 26
- 13 -
February 2005
Essential Question, Concept or Theme: G. Working Drawings
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
Enrichment Strategies
Approx. Time Allotment: Required ~20
Remediation Strategies
G. Working Drawings
G. Working Drawings
G. Working Drawings
General adaptations for all
themes may include but are
not limited to:
1.
May include, but are not limited to:
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
f. Bring in objects or Independent study
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
2.
3.
4.
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written
and document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
G. Working Drawings
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 14 of 26
- 14 -
February 2005
Essential Question, Concept or Theme: H. Cams and Gears
Approx. Time Allotment: Required ~ 20
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
H. Cams and Gears
1.
2.
3.
Explain the purpose and
applications of cams and gears
a. Develop a displacement
diagram
b. Develop a profile of a cam
Describe the three main
types of cam motion.
Describe the features of a
typical gear drawing.
a. Identify and draw gear
teeth using the
simplified method
b. Identify and draw a
gear-tooth drawing.
H. Cams and Gears
H. Cams and Gears
H. Cams and Gears
May include, but are not
limited to:
Course Approved Textbook: Mechanical
Drawing – CAD-Communications,
French,
Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate class
periods dedicated to each theme, for
a total of 90 class periods. Time is
approximated due to the nature of the
course; the activities by the instructor
must be tailored to each year’s
student population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated labs,
activities, and projects
5. A size paper, pencils,
erasers, project blocks,
isometric paper, graph paper,
compass, scale,
30-60-90 triangle,
45-90-45 triangle, dividers
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 15 of 26
- 15 -
February 2005
Essential Question, Concept or Theme: H. Cams and Gears
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
H. Cams and Gears
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
H. Cams and Gears
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
f. Bring in objects or Independent study
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Remediation Strategies
H. Cams and Gears
1.
2.
3.
4.
Approx. Time Allotment: Required ~ 20
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written
and document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
H. Cams and Gears
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 16 of 26
- 16 -
February 2005
Essential Question, Concept or Theme: I. Structural Steel/Welding
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
I. Structural Steel
1.
2.
3.
4.
Describe the responsibility
of the structural drafter.
Identify structural steel
members that form the
framework of buildings,
bridges, and other
structures.
Identify and explain how
lamination increases the
usability of wood for
structural elements.
a. Describe how concrete
is used as a structural
component.
b. Describe the use of
structural clay systems,
such as bricks, as
structural elements.
Develop detailed drawings
of structural steel
components using both
board drafting and CAD
techniques.
Assessment
Approx. Time Allotment: Required ~ 10
Aligned Materials/
Resources/Technology
Instructional Strategies
I. Structural Steel
I. Structural Steel
I. Structural Steel
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CADCommunications,
French, Svensen, Helsel, Ubranick,
13th Edition
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated labs,
activities, and projects
5. A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle,
45-90-45 triangle, dividers
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class periods.
Time is approximated due to the
nature of the course; the activities by
the instructor must be tailored to
each year’s student population, and
may vary in duration and intensity,
and therefore cannot be pinpointed
precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Page 17 of 26
- 17 -
February 2005
Essential Question, Concept or Theme: I. Structural Steel/Welding
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
I. Structural Steel
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
I. Structural Steel
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“ extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
f. Bring in objects or Independent study
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Remediation Strategies
I. Structural Steel
1.
2.
3.
4.
Approx. Time Allotment: Required ~ 10
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written
and document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
I. Structural Steel
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 18 of 26
- 18 -
February 2005
Essential Question, Concept or Theme: J. Welding
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
J. Welding
1.
2.
Identify the various types of
joints and welds
a. Describe the welding
processes classified as
fusion welding
b. Describe the welding
processes classified as
resistance welding
Use and identify weld
symbols correctly in
conjunction with other
data to develop complete
welding drawing.
a. Convert a drawing for a
casting into one that is
appropriate for a
welding part.
Assessment
Approx. Time Allotment: Required ~ 10
Aligned Materials/
Resources/Technology
Instructional Strategies
J. Welding
J. Welding
J. Welding
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CADCommunications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class
periods. Time is approximated due
to the nature of the course; the
activities by the instructor must be
tailored to each year’s student
population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated labs,
activities, and projects
5. A size paper, pencils,
erasers, project blocks,
isometric paper, graph paper,
compass, scale,
30-60-90 triangle,
45-90-45 triangle, dividers
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 19 of 26
- 19 -
February 2005
Essential Question, Concept or Theme: J. Welding
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
J. Welding
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
J. Welding
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
f. Bring in objects or Independent study
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Remediation Strategies
J. Welding
1.
2.
3.
4.
Approx. Time Allotment: Required ~ 10
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written
and document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
J. Welding
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 20 of 26
- 20 -
February 2005
Essential Question, Concept or Theme: K. Mapping
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
K. Mapping
1.
2.
Describe the work and
career opportunities of a
cartographer.
a. Explain how scales are
determined and shown
on maps.
Identify various types of
maps, such as plats,
geological sections, and
subsurface maps.
a. Produce a contour map
with standard symbols
using both board drafting
and CAD techniques.
Assessment
Approx. Time Allotment: Required ~ 10
Aligned Materials/
Resources/Technology
Instructional Strategies
K. Mapping
K. Mapping
K. Mapping
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CADCommunications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class
periods. Time is approximated due
to the nature of the course; the
activities by the instructor must be
tailored to each year’s student
population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated labs,
activities, and projects
5. A size paper, pencils,
erasers, project blocks,
isometric paper, graph paper,
compass, scale,
30-60-90 triangle,
45-90-45 triangle, dividers
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 21 of 26
- 21 -
February 2005
Essential Question, Concept or Theme: K. Mapping
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
K. Mapping
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
K. Mapping
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
f. Bring in objects or Independent study
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Remediation Strategies
K. Mapping
1.
2.
3.
4.
Approx. Time Allotment: Required ~ 10
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written
and document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
K. Mapping
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 22 of 26
- 22 -
February 2005
Essential Question, Concept or Theme: L. Electricity/Electronics Drafting
Approx. Time Allotment: Required ~ 10
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
L. Electricity/Electronics
Drafting
1. Define basic electrical and
electronic terminology.
a. Differentiate between
electricity and
electronics.
b. Explain the concept of
electricity.
2. Identify and use standard
ANSI symbols in the
development of electrical
and electronic diagrams.
3. Identify and draw series,
parallel, and series-parallel
circuits.
a. Differentiate between
block diagrams and
schematic diagrams.
L. Electricity/Electronics
Drafting
L. Electricity/Electronics Drafting
L. Electricity/Electronics
Drafting
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CADCommunications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class
periods. Time is approximated due
to the nature of the course; the
activities by the instructor must be
tailored to each year’s student
population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation/
class discussions
1. Standard drafting lab
equipment / facilities
2. Library resources
3. Internet
4. Teacher generated labs,
activities, and projects
5. A size paper, pencils,
erasers, project blocks,
isometric paper, graph paper,
compass, scale,
30-60-90 triangle,
45-90-45 triangle, dividers
Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 23 of 26
- 23 -
February 2005
Essential Question, Concept or Theme: L. Electricity/Electronics
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
L. Electricity/Electronics
Drafting
General adaptations for all
themes may include but are
not limited to:
Enrichment Strategies
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
L. Electricity/Electronics Drafting
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“ extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
f. Bring in objects or Independent study
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Remediation Strategies
L. Electricity/Electronics Drafting
1.
2.
3.
4.
Approx. Time Allotment: Required ~ 10
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written
and document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
L. Electricity/
Electronics
Drafting
May include, but are not limited to:
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
Page 24 of 26
- 24 -
February 2005
Essential Question, Concept or Theme: M. Computer Aided Drafting
Approx. Time Allotment: Required ~ 30
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
M. Computer Aided Drafting
1.
2.
3.
Identify and describe common
CAD functions.
a. Identify entity selection
techniques.
b. Identify geometric placement
techniques.
Describe entity editing and
modification techniques.
Create a drawing of a two
dimensional part using AutoCAD
or AccuCadd
a. Use various methods
of placement for
AutoCAD or AccuCad
b. Dimension objects in
AutoCAD
M. Computer Aided Drafting
M. Computer Aided Drafting
M. Computer Aided Drafting
May include, but are not
limited to:
Course Approved Textbook:
Mechanical Drawing – CAD-Communications,
French, Svensen, Helsel, Ubranick,
13th Edition
All numbers reflect approximate
class periods dedicated to each
theme, for a total of 90 class
periods. Time is approximated due
to the nature of the course; the
activities by the instructor must be
tailored to each year’s student
population, and may vary in
duration and intensity, and therefore
cannot be pinpointed precisely.
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed
at evaluating concepts,
vocabulary and tools.
Class work/participation /
class discussions
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
(AutoCAD or Accucadd) Standard
drafting lab equipment/facilities
1. Library resources
2. Teacher generated labs, activities,
and projects
3. A size paper, pencils, erasers,
project blocks, isometric papter,
graph paper, compass, scale,
30-60-90 triangle,
45-90-45 triangle, dividers
4. Course Approved Textbook:
AutoCAD Basics, Shumaker, Madsen
5. Course Approved Textbook:
AutoCAD Advanced, Shumaker,
Madsen
6. Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
7. PC Computers ( 12 units
Pentium 4 or better, Windows XP or
better OS
a. AutoCAD Software (latest version)
b. AccuCadd Software (latest version)
c. Adobe 3D Vis Software
(latest version)
d. Microsoft Office
e. Internet Access
f. Laser Printer
g. Color Plotter up to E size
paper or better
h. Color B size Plotter
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Teacher directed instruction
Self directed software tutorials
Hands on learning activities
and investigation in the proper
use of hand tools and design
processes
Class discussion
Guest lectures
a. Field Trips
b. Illustrations and
diagrams
c. Use of Internet sites in
student research
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February 2005
Essential Question, Concept or Theme: M. Computer Aided Drafting
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
Enrichment Strategies
Approx. Time Allotment: Required ~ 30
Remediation Strategies
M. Computer Aided Drafting
M. Computer Aided Drafting
M. Computer Aided Drafting
General adaptations for all
themes may include but are
not limited to:
1.
May include, but are not limited to:
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
f. Bring in objects or Independent study
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Extra Credit - Each student may receive no more
than 50 Extra Credit Points each marking period.
They may receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science
Olympiad competitions
e. Students who, after school, help find, pickup,
or help distribute materials for other students
use
2.
3.
4.
assignments such as supplementary articles,
projects, or research
g. Additional original and creative projects agreed
upon by both instructor and student
Students who demonstrate real capability in lab
exercise can become lab assistants who help set
up and run labs for their classmates, plus extend
an helping hand for those in need.
While students are generally permitted to select
their own seating placement in class – teachers
may assign seats as needed – do well and you
may freely select your seat.
Students who excel in and out of class may request
a letter of recommendation for their college
applications. These letters are carefully written
and document these contributions and personal
developments.
Multicultural/
Interdisciplinary
Connection
M. Computer Aided
Drafting
Extensions (time and material) to
assignments
Written self-evaluation and
assessment
Frequent progress checks/ reports
Student-Teacher conferences
Those adaptations listed in the
students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments and
assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
Mechanical Drawing 1 – 6 , Levels 1, 2, and 3, Grade 9-12
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