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Student visualizes the connection between seemingly unrelated ideas and independently produces
solutions that are fresh, unique, original and well developed. Student shows capacity for originality,
concentration, commitment to completion, and persistence to develop unique and cogent products.
Students are given a list of piping materials such as: 50 feet of pipe, 2 valves, 6-90 degree elbows and 1
Students are to use the items to develop various designs for a run of piping between a pump and a
Students to evaluate most feasible design.
Students accomplish design utilizing available materials

Student knows how to find information necessary to solve advanced problems related to hardware,
software, networks, and connections (e.g., by accessing online help, Internet searches, technical
documentation, system utilities, and communication with technical experts).
Assign group of students an unfamiliar task such as: performing a function in CAD, setting up a
printer, determining why they have lost their network connectivity, or changing the paper in the plotter
Students access “Help” in software program
Students poll their peers for help
Students troubleshoot the problem by tracing back the process and testing components
Students read technical manual or equipment manual
Students locate a local resource with technical expertise.
Students search on web

Student collaborates with peers, experts, and others to contribute to a content-related knowledge base
by using technology to compile, synthesize, produce, and disseminate information, models, and other
creative works.
Go to (Autodesk Users’ Group International); join a forum group; monitor questions and
post a comment to answer question.
Students provide answer to a question from a peer in the global community

Student uses multiple electronic sources of information and multiple technology tools and resource tools
(e.g., digital cameras, graphing calculators, probes, mp3 players, handheld devices, other emerging
technologies, simulations, models, browsers, word processing, authoring tools, spreadsheets, databases)
to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present
and justify the solutions.
Students work as a group to reroute a run of piping. Students will use a digital camera to document
present location of pipeline.
Students will sketch & dimension proposed new location and scan sketch into a digital format.
Students will create a folder on the server for their project & place digital image, sketches & other
project related data in folder.
Students are to use Excel to calculate cost of new piping & time involved in the project.
Students will model new run of piping in CAD program.
Drawings which indicate the new location of the pipeline

Student uses technology tools and multiple media sources to analyze a real-world problem, design and
implement a process to assess the information, and chart and evaluate progress toward the solution.

Personal and Workplace Skills:

Student remains composed and focused, even under stress, willingly aligns his/her personal goals to the
goals of others when appropriate, approaches conflict from win-win perspective, and derives personal
satisfaction from achieving group goals.
Assign a group activity in which a student is selected as the project manager and must produce a
preliminary design in an unrealistic time period.
Video tape each group.
Using team member evaluation forms, have each tearm member evaluate the team leader and the team
leader each team member
Students compare the evaluations with the information recorded on the video.

Student independently considers multiple perspectives and can represent a problem in more than one
way, quickly and calmly changes focus and goals as the situation requires, and actively seeks innovations
(e.g. technology) that will enhance his/her work.
Assign students complex topics to present as student teachers to the class. Instruct students to utilize
any technology or method needed.

Teacher is to challenge student to utilize multiple presentation methods to overcome the teacher’s
implied lack of understanding of the topic presented.
Student professionally presented topic by various methods attaining universal understanding

Student demonstrates ownership of his/her learning by setting goals, monitoring and adjusting
performance, extending learning, using what he/she has learned to adapt to new situations, and
displaying perseverance and commitment to continued learning.
Students are to engage in individualized, self-paced learning by working through a tutorial of a new
piece of software
Student acquires knowledge and skill required by effectively resolving difficulties gaining confidence to
attempt similar task

Student demonstrates ethical behavior and works responsibly and collaboratively with others in the
context of the school and the larger community, and he/she demonstrates civic responsibility through
engagement in public discourse and participation in service learning.
Present scenarios which require choices involving personal ethics and work ethics

Students debate what is the ethically correct course of action.

Students display ethical, responsible behavior

Student exhibits positive leadership through interpersonal and problem-solving skills that contribute to
achieving the goal. He/she helps others stay focused, distributes tasks and responsibilities effectively, and
monitors group progress toward the goal without undermining the efforts of others.
Students will participate in SkillsUSA or TSA and become a chapter or state officer or serve as
chairpersons of committees. Students will work cooperatively in the classroom taking leadership roles.
SkillsUSA or TSA meeting minutes

Class work

Student maintains a strong focus on the larger project goal and frames appropriate questions and
planning processes around goal. Prior to beginning work, student reflects upon possible courses of
action and their likely consequences; sets objectives related to the larger goal; and establishes
benchmarks for monitoring progress. While working on the project, student adjusts time and resources
to allow for completion of a quality product.
Student selects a project of at least a month in duration, determines scope of work and projects schedule
timeline using project management software or a spreadsheet. The student sets intervals to evaluate
Student completes project and reports on adjustments which were required to meet the project deadline

Student protects software, hardware and network resources from viruses, vandalism, and unauthorized
use and employs proper techniques to access, use and shut down technology equipment.
Student signs usage agreement
Student demonstrates proper use

Student works collaboratively to acquire information from electronic resources, conducts online
research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and
Working as a team, students are to research a term utilized in their course; determine which sources
provide applicable information for the word as it is used in drafting courses
Students to copy & paste the URL for the most valuable source and the least applicable source in an
electronic document and print it

Student evaluates current trends in information technology, discusses the potential social, ethical,
political, and economic impact of these technologies, and analyzes the advantages and disadvantages of
widespread use and reliance on technology in the workplace and society.

Student adheres to acceptable use policy and displays ethical behaviors related to acceptable use of
information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism);
student predicts the possible cost and effects of unethical use of technology (e.g., consumer fraud,
intrusion, spamming, virus settling, hacking) on culture and society; student identifies the methodologies
that individuals and businesses can employ to protect the integrity of technology systems.
Students will sign and adhere to a school-wide acceptable use policy.
Ethical use of technology

Student models ethical behavior relating to security, privacy, computer etiquette, passwords and
personal information and demonstrates an understanding of copyright by citing sources of copyrighted
materials in papers, projects and multi-media presentations. Student advocates for legal and ethical
behaviors among peers, family, and community regarding the use of technology and information.
Students will sign and adhere to a school-wide acceptable use policy.

Students will research the cost to companies and individuals of ‘stolen’ data and the legal consequences
of obtaining and utilizing illegally acquired materials
Ethical use of technology and information in their academic and personal experiences

Student evaluates and applies technology tools for research, information analysis, problem-solving,
content learning, decision making, and lifelong learning.
Student researches their dream CAD station, determines components, price of workstation, and
Student submits specifications and price of workstation

Student protects his/her identity online and in email and/or websites, limits the distribution of personal
information/pictures, and evaluates the authenticity of emails that solicit personal information. Student
identifies the methodologies that individuals and businesses can employ to protect the integrity of
technology systems.
Students to remove any data which is publicly accessible that might allow identity theft to occur
Search student’s name and report information found

Student uses technology to seek strategies and information to address limits in their own knowledge.
Students utilize web search engines to locate information
Student successfully locates needed information

Learning Skills & Technology Tools

Teaching Strategies Culminating Activity
Evidence of Success
Entrepreneurial Skills:

Student understands the personal traits/behaviors associated with successful entrepreneurial


Students take available on-line quizzes to learn their entrepreneurial aptitudes such as:

Results from self-quizzes

Student understands concepts and procedures needed for basic computer operations.
Students will utilize computer software and hardware to complete assignments.

Completed assignments

Student understands concepts and strategies needed for career exploration, development and growth.
Students will interview draftspersons to learn how their career paths developed.

Culminating Assessment:
Culminating Assessment:

End of Concentration Performance Evaluation

Students will participate in TSA’s competitive events: Architectural Model, Computer aided Design 2D,
Architecture and Computer Aided Design Animation, Architecture, Technical Sketching and Application,
Leadership Development Contests: Career Comparisons, Written and Oral Chapter Team,
Extemporaneous Presentation, and Prepared Presentation

Students will participate in SkillsUSA’s competitive events: Architectural Drafting, Leadership

Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display,
Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill
Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding
Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl

Links and Other Resources

Links and Other Resources:
Related Websites:

Process Pipe Drafting, Shumaker, Terence M., The Goodheart- Willcox Company, Inc., Tinley Park, IL,
ISBN # 1-59070-247-6

'The Piping Guide' 2nd Ed 1991 (CD format)

PVC Marshmallow Shooter Project

Chemical Resistance Guide Chart

Pipe Diameter Reference

Google Sketchup for piping

Piping Central

View Pipe Fittings & Uses

Pathways to Success

U.S. Department of Labor in the 21st Century

Advanced Distributed Learning
America's Career InfoNet
America's Job Bank
America's Service Locator
Employment & Training Administration
The Job Accommodation Network (JAN)
Monthly Labor Review Online: Labor Force Archives force
Occupational Information Network
Office of Disability Employment Policy
Career Voyages

Workforce West Virginia

West Virginia Earn A Degree Graduate Early (EDGE)

West Virginia Career and Technical Education


CTE Teachers: See CTE Directory

Cluster Coordinator: Kathy Gillman,
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson