Preface
• Where can I find this information?
• E-mail us:
– danaplantje@hotmail.com
– patg@mail.com
• www.angelfire.com/crazy/patrickgavin
• Note: This slide will be shown again at the
end of lecture.
ROBOTICS
Interdisciplinary Thematic Unit
By
Dana Plantje and Patrick Gavin
Tiger Middle School
Introduction
“Successful schools for young adolescents provide curriculum that
is relevant, challenging, integrative and exploratory”
-This We Believe
(page 19)
Disciplines
Industrial Arts / Technology Education
What is the difference?
Industrial Arts
-The systematic application of
knowledge or skill in effecting a
desired result
-An exposure to a particular set of
skills and knowledge
“They need, for instance, the chance
to be a member of a musical group,
though never destined to become a
professional musician, to have a part
in a play, though never to become an
actor, or to create visual images
through drawing and painting,
though never to become
an artist”
-This We Believe
(page 24)
Tech Ed
-Help students learn how to
appropriately use, assess, and
apply technology to…
-Effectively make decisions and
contribute to a rapidly changing
technological society
“Although some experiences
or courses may be labeled
exploratory, it should not be
assumed they are, therefore,
non-academic”
-This We Believe
(page 23)
Overview
Section 1: What is It All About?
• What is the Theme?
• What are The Subjects?
• Curriculum Integration
• Materials, Resources and Time Frame
• Topic Areas covered in each discipline
Section 2: Bringing It all Together
• Activity
• Implementation
• Successfulness
• Other Implications
Section 1: What is It All About?
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What is the Theme?
What are The Subjects?
Curriculum Integration
Materials, Resources and Time Frame
Topic Areas covered in each discipline
What is the Theme?
• The theme of this particular ITU is Robotics.
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History of Robotics
Components of Robotics
Robotics in the world today
What the future holds
Robot activity
• Grade Level: Seven
What Are The Subjects?
Graphic Arts
Electronics
Robotics
Metalworking
Woodworking
Curriculum
Integration
“Current” Curricula
MB Education & Youth
Curricula
Industrial Arts 7-9: Graphic Communications
Industrial Arts 7-9: Power/Energy
Industrial Arts 7-9: Manufacturing
Industrial Arts 7-9: Construction
Year of
Publication
1983
1983
1984
1984
Graphic Communications
• “Drafting offers a skill set that allows
students to communicate ideas and designs
through technical drawings.”
• “Graphic arts provides opportunities for
students to develop principles, techniques,
and processes relating to imaging
technology.”
Graphic Arts
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Safety
Principals of Design
Isometric Drawings
Oblique Drawings
Orthographic Projection
Drafting Tools
Drafting Layout and Drawing
Desktop Publishing
Website Design
Screen Printing and/or Airbrushing
Power/Energy
• “Electricity and electronic devices are at the
core of a wide variety of specialized
technologies that have been developing
over several decades.”
• “An understanding of electrical and
electronics theory and applications
enhances the student’s ability to manage
new technologies as they emerge.”
Electronics
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Safety
Electricity and It’s Properties
Series Circuits
Parallel Circuits
Electrical Faults (shorts and opens)
Basic Components
Switches
Batteries
Electric Motors
Soldering
Manufacturing
(Wood & Metalworking)
• “These courses also help students
understand the role of manufacturing
in our economy and its relationship to
other economic sectors.”
• “Students also study the impact the
manufacturing process has on people,
society, and the environment.”
Woodworking
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Safety
Measurement (SAE)
Planning and Design
Types of Wood and Material Selection
Hand Tools
Power Tools
Wood Joints
Gluing and Clamping
Mechanical Fasteners
Finishing
Metalworking
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Safety
Measurement (Metric)
Planning and Design
Sheet Metal
Bench Metal and Metallurgy
Layout and Layout Tools
Hand Tools
Power Tools
Mechanical Fasteners
Basic Welding
Sanding, Polishing and Finishing
Materials, Resources
and Time Frame
Resources and Materials
• Min. of 2 teachers – Max. of 4
• Must have manufacturing lab
• Also need either a graphics, electronics or computer lab
Time
• 4 week block
• 3 weeks spent on core topics
• 1 week on spent on activity
NOTE: Industrial Arts classes only happen once per week in Middle School so the block will be the entire cycle
consisting of approximately 13 classes.
Section 2: Bringing It all Together
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•
•
•
Activity
Implementation
Successfulness
Other Implications
Activity
Implementation
Successfulness
Other Implications
References
1) National Middle School Association: This We Believe, 2003
2) Manitoba Education and Youth: Middle Years Home
Economics/Industrial Arts: Linking Learning To Living, 2003
http://www.edu.gov.mb.ca/k12/docs/support/home_ec/my_all.pdf
3) ITEA (International Technology Education Association)
http://www.iteaconnect.org/AboutITEA/AdvocacyBro03.pdf
4) Mark Howard’s Technology Education Site
http://web.bsu.edu/teched2/whatis.htm
5) Bernie Taronno, B.Ed., M.A. (Ed.). Red River College
http://xnet.rrc.mb.ca/bernardt/
6) Dana Plantje’s Robotics Page
http://www.mts.net/~bplantje/Robo-Kombat.htm
That’s All Folks!
Where can I find this information?
• E-mail us:
– danaplantje@hotmail.com
– patg@mail.com
• www.angelfire.com/crazy/patrickgavin
• http://www.mts.net/~bplantje