Greek Mythology
Greek Mythology Monster Unit: Students were to create a Greek Mythology Monster Potato Head. They were to add a name that referred to potatoes in some fashion. The Potato Head was to include items that went with the Monster that they drew out of a hat.
Greek Mythology Gods of Olympus Unit: Student were to create a Action Hero/Barbie (depending on male/female God). This Figure was to include 3 features that represented what the figure could do, 3 accessories that the figure had, a feature of the figure, 1 vehicle, and an also collect figure that goes with their figure. All of these options were to relate to the God/Goddess that their figure represented.
Greek Mythology Lovers Unit: Student were to create a "Coming Soon" Poster for a specific Lovers Myth. They also created a story board for the myth and were required to present the Lovers Myth to the class as a Up-and-Coming Movie.
Greek Mythology Creation Unit: Students were to create a timeline of the creation of the world according to Greek Mythology. They were not allowed to create the basic timeline style (a line with events), students were required to think out of the box and create the events in a graphic manner.
Greek Mythology Heroes Unit: Students were to create a Logo & Catch Phrase for a specific hero as if they were a Super Hero as we recognize them today.
Greek Mythology Creation Unit: Students were to create a timeline of the creation of the world according to Greek Mythology. They were not allowed to create the basic timeline style (a line with events), students were required to think out of the box and create the events in a graphic manner.
Greek Mythology Heroes Unit: Students were to create a Logo & Catch Phrase for a specific hero as if they were a Super Hero as we recognize them today.
Career & Technology Foundations
Career Portfolio: Student in this class are to create a career portfolio using Weebly. Throughout this course student design and complete multiple assignments that will help them complete a working portfolio which they update as they progress through their high school career and beyond.
Below are examples of 2 portfolio assignments: Bucket List & Personal Mission Statement.
Below are examples of 2 portfolio assignments: Bucket List & Personal Mission Statement.
Computer Technology
Computer Technology is a course that covers Microsoft programs Word, Excel, Access. and PowerPoint. Student are paired in group and must create a company service or product. If the service/product has already been invented, students must add an element that is not yet offered. Students complete assignments within the Microsoft programs to build on their company. In the end, students present all elements (assignment completed throughout the course) in a prepared PowerPoint presentation. Here students then vote for the company which they are going to invest in using
Miller Bucks (fake classroom cash).
Microsoft Word Examples:
Famous Entrepreneur Newsletter: Students are to show their knowledge of Microsoft Word features to create an visually appealing newsletter layout
Company/Service Logo & Slogan: Students create their company Logo & Slogan by using Microsoft shapes and word wrapping formats
Company Ad: Student show their ability to manipulate an image and make it correspond to their company through an ad that would be found on-line or in a magazine.
Miller Bucks (fake classroom cash).
Microsoft Word Examples:
Famous Entrepreneur Newsletter: Students are to show their knowledge of Microsoft Word features to create an visually appealing newsletter layout
Company/Service Logo & Slogan: Students create their company Logo & Slogan by using Microsoft shapes and word wrapping formats
Company Ad: Student show their ability to manipulate an image and make it correspond to their company through an ad that would be found on-line or in a magazine.
Introduction to Architecture
Dream Home Sketch: Student are to think of a time that they have seen a house that they would want to have in the future, this is the opening assignment for housing styles. Students then create a detailed sketch of this dream home (students may work off of an image).
Floor Plan Project Part 2: Students use Floorplanner.com to create a computer animated version of their manually drawn floor plan. They are to include all rooms using a 1/4"-1' scale and should be an exact copy of their drafted floor plan. Students are required to add windows, doors, and all furniture included in their home. Students are also allowed to add landscaping (if they wish to do so).
Final Floor Plan Build Project: Students are to build their final home by using their manual drafted floor plan (1/4"=1' scale). The floor plan must be labeled with square footage per room, home area (living, sleeping, and service), and home movement patterns. Students must use all recycled materials (covered in a previous Eco-friendly Unit) to create their final build and include all home features in their manual and computer generated models.
Skyscraper Activity: After viewing a video on the building of skyscrapers and evaluation of multiple types and styles of skyscrapers, students are given 7 sheets of paper, scissors, and 1 1/2 feet of tape. With these materials, students must create a stable, visually appealing, and a minimum of 36" tall skyscraper. Students then judge each others skyscrapers and put them through multiple test, such as, weather, wind, earthquake, weigh, and more to determine which structure style was the best and why.
Skyscraper Activity: After viewing a video on the building of skyscrapers and evaluation of multiple types and styles of skyscrapers, students are given 7 sheets of paper, scissors, and 1 1/2 feet of tape. With these materials, students must create a stable, visually appealing, and a minimum of 36" tall skyscraper. Students then judge each others skyscrapers and put them through multiple test, such as, weather, wind, earthquake, weigh, and more to determine which structure style was the best and why.
Introduction to CAD
CO2 Car Project: Students are given the dimensions of a wooden block which has a hole created for a CO2 cartridge. From these dimensions students are to create a front, left side, and right side design for their own CO2 cars both manually and computer generated. Students then cut and decorate their CO2 cars and prepare them for head to head races with their classmates.
Student Collaboration-
2013 Van's Custom Culture Shoe Competition
Students from CTE/Design Department: Introduction Classes & Art Department: Drawing & Design and Advanced Classes came together to create 4 different shoe designs for the 2013 Annual Van's Custom Culture Shoe Competition.
Shoe design categories were: Art, Music, Sports, and Local Flavor.
“A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove, but the world maybe different because I was important in the life of a child.”
—Kathy Davis