Career Academy Integrated Unit Plan
Academy Name: _Engineering______________
Date Created: ____________________________
School: ___New Smyrna Beach HS______
Created by: ____Humphrey/Murray_____
Integrated Unit Plan Title: Make It Better!
Courses to integrate: Honors English and Introduction to Engineering Design
Grade Level: 9
Timeline & Duration: 3rd Quarter
Unit Summary: Students will select an invention/device/product. They will research the history of the invention, tracing its
history, inventor and improvements made. This information will be incorporated into a research paper. The invention will
be replicated using CAD software in the engineering class, and working drawings will be made. Design improvements will
be developed by the students and presented to the class.
Overview of Activities/Lessons per Course
Course
Introduction to Engineering Design
English I & English I Honors
Invention Design
Research Process
Make it Better!
Research Paper
Activity/Lesson
Activity/Lesson
Lesson Instructions for Introduction to Engineering Design:
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): (FLDOE Pathways to
Engineering – Course: Introduction to Engineering Design) – 01.01, 01.02, 01.03, 02.05
Rigor & Relevance (quadrant):
Instructions to Teacher: Present the following lessons over a 3 week period. After presenting a PowerPoint on the
history of innovation and invention, students will select an item to research in their English class. This item will be created
using the AutoDesk Inventor software. Students will create orthographic drawings of their device and then create a
PowerPoint on how they would improve the design of their item.
Lesson 1: Invention Design
Session 1: Evolution of a Product.ppt. Students take notes, and then brainstorm possible items to research.
Session 2: Students use computers to research different inventions. http://corporate.britannica.com/press/inventions.html
Session 3: Students finish selecting invention; begin hand sketches of item with possible improvements in their
engineering notebooks.
Session 4: Finish sketches, begin creating device on Inventor.
Session 5-8: Students will create the device on Inventor. Orthographic views will be created.
Lesson 2: Make It Better!
Session 9: Students begin redesigning their device to make improvements, making new device on Inventor.
Session 10-12: Students continue with design improvements.
Session 13-14: Students create a PowerPoint comparing the original design to their new design.
Session 15: Present PowerPoints to the class.
Instructions to Students: Take notes during PowerPoint. Use your Inventor knowledge to make as accurate a device as
possible. Be creative in your design improvements. Keep track of time so that you don’t run out of classtime.
Instructions for Student Accommodations: Extended time if necessary
Assessment for Activity: Orthographic drawings of their device, presentation of their PowerPoint
Approximate Length of Time for Activity: 15 days
Materials Needed: engineering notebook, rulers
Resources Needed: computers with AutoDesk Inventor installed
Attachments: Evolution of a Product.ppt
Lesson Instructions for English I/ English I Honors:
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards:
LA.910.1.6.3 interpret the meaning of
text based on context clues LA.910.1.7.3 determine stated or implied main idea and identifying relevant details LA.910.1.7.2 determine author’s purpose and
point of view and their effects on text LA.910.2.2.1 make and confirm inference from what is read, including interpreting diagrams, graphs, and statistical
illustrations LA.910.1.7.5 identify devices of persuasion and methods of appeal and their effectiveness LA.910.1.7.4 recognize cause and effect LA.910.1.7.7
recognize the use of comparison and contrast in a text LA.910.2.1 analyze the effectiveness of complex elements of plot, such as setting, major events,
problems, conflicts, and resolutions LA.910.2.2.3 & 4 locate, gather, analyze, and evaluate written information for a variety of purposes LA.910.6.2.1 select and
use appropriate study and research skills and tools according to the type of information being gathered or organized LA.910.6.2.2 analyze the validity and
reliability of primary source information and using the information appropriately LA.910.6.2.2 synthesize information from multiple sources to draw conclusions
LA.910.3.2.2 maintain clear focus of main ideas, theme, or unifies point in one or more paragraphs LA.910.3.3.1 demonstrate organization and development of
topic (beginning, middle, end) in one or more paragraphs LA.910.3.3.3 use quality details (examples, illustrations) to support appropriate depth and
thoroughness of topic LA.910.3.4 utilize correct writing conventions (punctuation, capitalization, spelling) and sentence structure LA.910.3.3.3 reflect a variety
of question response methods/types
Rigor & Relevance (quadrant): A, B & C
Instructions to Teacher: 1) Go through the steps in the research process for an MLA format research paper 2) Complete
the research process that culminates in a final draft of a fully documented paper researching an inventor and his most
successful invention.
Instructions to Students: 1) Go through the steps in the research process for an MLA format research paper 2) Complete
the research process that culminates in a final draft of a fully documented paper researching an inventor and his most
successful invention.
Instructions for Student Accommodations: Extended time and modified paper length as needed
Assessment for Activity: Final research paper is graded based on content and mechanics
Approximate Length of Time for Activity: 4 weeks
Materials Needed: computer access, paper, pens or pencils, index cards
Resources Needed: internet access, MLA Handbook
Attachments: none