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Within the past decade, the educational community has undergone major changes in its view of curriculum, instruction, standards, and assessment. The most significant shift is the Pennsylvania Department of Education’s shift to common core standards and, more importantly, the testing of standards with the Keystone Exams. In light of this change, a greater emphasis has been placed of the practical application of Science, Technology, Engineering and Mathematics (STEM). The Greenville Area School District must respond to this in a proactive manner creating a curriculum that shows our students the value of education and the practical application of the knowledge gained in the core subject areas. By developing hands-on course work that demonstrates this integration, students will be armed with the tools and skill set to be successful in a global market place. The following proposal will shift our curriculum to a more STEM centered approach using engineering, creativity, and design as a vehicle for student success.

STEM learning is an economic imperative. Experts say that technological innovation accounted for almost half of U.S. economic growth over the past 50 years, and almost all of the 30 fastest-growing occupations in the next decade will require at least some background in STEM. Science, Technology, Engineering and Mathematics have extended human capabilities in physical, social, and intellectual ways. The positive and negative impacts from these changes have had social, ecological, political, educational, and economic implications. In response to the impact of these areas on human life, educators are becoming more aware of the need for students to be extremely proficient in these areas. The adaptation of STEM education is an example of the response educators are making to this global shift.

Tremendous changes in human lives have occurred because of the advancements in technology. Young people face a world that will change constantly during their lifetime. Because of the very nature of technology, advancement is the driving force in a technological society. To continue with the great strides people have made in society, students must be equipped with the ability to use, manage, and understand technology. We must also be able apply science and mathematics along with other subject areas to promote future changes and advancements to society. Technological literacy is a concept used to characterize the extent to which an individual understands and is capable of using technology. Educators must create an environment that fosters these skills and allows the students to achieve a high level of technological literacy.

People use technology while employing the concepts of math, science, and engineering to change and adapt to their surroundings. Countless marvels have been created using technology, although humans have also learned that not all of the changes have had a positive effect. Controlling technology requires that people use it carefully; understanding how to balance the positive and negative effects of the changes created. As a member of society there is a responsibility to help understand technology in a way that will allow people to use it wisely. Making decisions about technology is not the job of a few well-educated individuals; it falls on all members of society. A basic level of technological literacy is a necessity for all citizens. Technological literacy clearly is a valuable trait for all students and must permeate the entire school district curriculum and not just be developed in one curricular area.

 

TECHNOLOGY AND ENGINEERING EDUCATION CURRICULUM

Technology and Engineering Education

Innovation and Invention - Grade 7

In this course, students learn all about invention and innovation. They have opportunities to study the history of
inventions and innovations, including their impacts on society. They learn about the core concepts of
technology and about the various approaches to solving problems, including engineering design and
experimentation. Students apply their creativity in the invention and innovation of new products, processes, or
systems. Finally, students learn about how various inventions and innovations impact their lives. Students
participate in engineering-design activities to understand how criteria, constraints, and processes affect designs.
Students are involved in activities and experiences where they learn about brainstorming, visualizing, modeling,
constructing, testing, experimenting, and refining designs. Students also develop skills in researching for
information, communicating design information, and reporting results. Students learn how Technology,
Innovation, Design, and Engineering interrelate and are interdependent. Invention and Innovation prepares
student with opportunities to apply the design process in the invention or innovation of a new product, process,
or system.
Course Length – 12 Weeks

STEM 8 (Engineering All Around)- Grade 8

Engineering All Around: Science, Technology, Engineering, and Mathematics (STEM) is a course designed to
introduce students to the world of technology and engineering, as a first step in becoming technologically
literate citizens. Rather than teaching the subjects in isolation, these areas are integrated along with others in a
hands-on activity based setting. Additionally, the course will help students answer the question: "Why the study
of science, technology, engineering, and mathematics is important and how these areas collectively impact our
daily lives?" Throughout this course utilizing practical real-world connections, students have an opportunity to
see how science, mathematics, and engineering are part of their everyday world, and why it is important for
every citizen to be technologically literate. This course is also designed to introduce students to systems and
processes to develop an understanding of the impact of technology on humans, the environment, and the global
community. By investigating systems through their function, design, and development, students will understand
what systems are, why they are developed and how ‘systems thinking’ can be used to describe them. Students
engage in activities and experiences where they evaluate the impacts of technology through the lenses of
culture, society, economics and the environment.
Course Length – 18 Weeks – 4 days per weeks

Innovation and Design - Grades 9-12

This class is an inquiry-focused, problem-based course that explores mankind’s ability to grow, change and
adapt and ultimately, to survive. Scientific and practical roles and processes of research, exploration, discovery,
imagination, brainstorming, and improvement will be presented. Students will follow the engineering design
model utilizing design and creation applications and methodologies in a technology-rich environment. A
design/problem-solving model will include elements of design and appearance, ergonomics, idea modeling,
form, function, and visualization. The 21st century skills of collaboration, critical thinking and communication
are embedded in this course as students work individually and with others developing a global perspective,
understanding that the communication of design is influenced by cultural and environmental context. Students
will innovate and design products and solutions to real-world scenarios, evaluate through an iterative process
and then, create their designs through use of digitally controlled prototyping equipment which may include, but
are not limited to: Rapid Prototyping and 3D Printing.
Prerequisite: None
Credit: 1.0
Phase Level: 3

Manufacturing Systems- Grades 9-12

Manufacturing Systems is a course in which students analyze the technical systems, historical evolution
and various types of manufacturing. Students will examine the various inputs required for manufacturing,
experience a variety of manufacturing processes, produce and investigate manufacturing outputs and evaluate
manufacturing impacts. They will participate in the various aspects of research, development and problem
solving as they identify, design and produce products in a manufacturing technology laboratory. The students
will gain skills in using sophisticated manufacturing technologies such as: Computer Numerical Controlled
machines, Computer Integrated Manufacturing, and Robotics. A great emphasis will be placed on the
development and design of products thus utilizing the student's creativity and problem solving skills.
Prerequisite: None
Credit: 0.5
Phase Level: 2

Automation – Grades 9--12

Automation is the application of machines to complete tasks once performed by human beings. In this course,
students will explore various aspects of Automation that have revolutionized modern life. These areas will
include: Robotics, Vinyl Sign Cutting, Machine Vision, Bar Codes, Voice Recognition, Computer Numerical
Control, Rapid Prototyping, Laser Engraving and Cutting, 3-D Printing, and Automatic Guided Vehicles.
Students will investigate the power source, sensing mechanisms, decision element, and control element for
these automated systems. Not only will students learn how to use this equipment, they will also learn how the
equipment works and interacts with each other. An emphasis will be placed on utilizing the student’s design
skills, creativity, and imagination when completing both teacher and student generated activities.
Prerequisite: None
Credit: 1.0
Phase Level: 3

Energy, Power and Transportation Systems - Grades 9-12

Energy, Power, and Transportation Technology provides a comprehensive study of the basic elements of
energy, power, and transportation and how they affect the world in which we live. Ever want to explore,
modify, or build devices that move people or goods? This hands on course focuses on developing a basic
understanding of the behavior of land, water, air, and space transportation systems. Students will participate in
problem solving activities involving designing, producing, testing, and analyzing transportation systems.
Through this process, students will explore the technical subsystems of propulsion, structure, suspension,
guidance, control, and support. Students will apply the concepts of math, physics, and problem solving skills to
design, build, and test various projects. Projects include: Model Rockets, Co2 Powered Cars, Boats, Planes, Egg
Crash Vehicle, Hot Air Balloons, and Magnetic Levitation Vehicles.
Prerequisite: None
Credit: 0.5
Phase Level: 2


Engineering Our World - Grades 9-12

Do you like to build things, take them apart, or redesign them? Do you like to build something from a complete
pile of miscellaneous materials to complete a designated task? In Engineering Our World, students develop
critical thinking and problem solving skills through hands-on laboratory activities. This course applies a
multidisciplinary approach that includes a combination of mechanical, structural, civil, and control engineering
fields. This course integrates the engineering design process and the technological problem solving method with
the knowledge of science, mathematics, language arts, social studies, and other disciplines. It provides students
the opportunities to research, design, develop, build, test, and evaluate solutions to real life problems related to
meeting human needs and wants. Content is drawn from all areas of technology. Projects include: Towers and
Support Structures, Bridges, Catapults, Egg Drop, Alternative Fuel Vehicles, Trusses, Earthquake Resistant
Towers, Crane Arms, Mini Golf Challenge Solutions, and Package Designs.
Prerequisite: None
Credit: 0.5
Phase Level: 2

CHS Web Design and Development – Grades 9-12

Did you ever wonder how all that great information finds its way onto the Internet? Have you ever wanted to
create a web page to communicate and share information with your friends, family, or people with similar
interests? In this course, students will explore web page design as a way of communicating and placing
information on the Internet. Students will learn how to: begin a web site, add text and titles, use color, prepare
photos and graphics for the web, add sounds, animations, and movie files, and include other elements that add
to an attractive and informative web page. Students will learn particular skills through teacher generated
examples and then apply these skills when designing websites centered on a topic of their choice or particular
interests. The knowledge acquired in this course can be applied to various aspects of the digital world including
modifying layouts for various social networking sites and customizing online content. An emphasis will be
placed on utilizing the students design skills, creativity, and imagination when completing both teacher and
student generated activities.
Prerequisite: None
Credit: 1.0
Phase Level: 3

Media Production I – Grades 9-12

Spielberg and Hitchcock had to start somewhere! This course introduces students to digital video equipment
and aesthetic concepts used by Hollywood filmmakers. From pre-production to post-production, students will
work individually and as a group in a hands-on environment. Operating digital video cameras and non-linear
editing applications, participants become digital storytellers. Projects include documentaries, commercials,
news packages and short films.
Prerequisite: None
Credit: 1.0
Phase Level: 2

Media Production II – Grades 10-12

Lights, camera, you create the action! Students will build upon the skills acquired in Media Production I to
create dynamic digital video programs that utilize advanced production techniques. Participants will develop
and practice writing, time management, and interpersonal communication skills.
Prerequisite: C or better in Media Production I
Credit: 1.0
Phase Level: 2

Media Production III – Grades 11 – 12

Media Production III allows students the opportunity to build upon the skills acquired in Media II. The course
places a special emphasis video compositing. Students will produce short films that include narratives that rely
heavily on genre specific conventions and effects. Students will also engage in electronic news gathering and
documentary video productions.
Prerequisite: C or better Media Production II
Credit: 1.0
Phase Level: 3

Media Production IV – Grade 12

Media Production IV offers the student an opportunity to enhance his/her communication skills while
being responsible for various production duties required to operate the media production studio. The course
provides a setting for the student to demonstrate competency in skills necessary for a career in the television
industry. Activities will simulate situations experienced by media professionals. Upon completions of this
course students will be prepared to advance to college level Communication studies.
Prerequisite: C or better Media Production III
Credit: 1.0
Phase Level: 3

Special Effects - Grades 9 -12

Special Effects are used in many forms of entertainment such as movies and TV shows to create a more
realistic and convincing atmosphere. Today the special effects industry is booming. With technological
advances improving vastly by the week, the release of every new production continues to impress us all with the
quality of special effects. Special effects in multimedia can create endless possibilities and bring dreams,
illusions, and fantasies to life. This class is a hands-on project based course that includes but is not limited to 2
and 3 dimensional animation, prop and set design, changing a viewers perspective, creating sound effects, clay
animation, morphing, and the use of special effects in video and film. Teamwork and communication skills will
be emphasized as students develop group and individual projects for production. Students will develop creative
thinking and problem solving techniques as the skills relate to special effect designs in video and film
production.
Prerequisite: None
Credit: 0.5
Phase Level: 2

Zulama Technology Suite

Game Design

“Gaming” doesn’t only mean “video games”. Gamers also play board games, card games, simulations, and
participate in interactive stories. This course breaks down the design process step by step. You will learn the
fundamentals through hands-on modding, prototyping, and iteration of a variety of games. Your final project
will include building, playtesting, and revising your own original game that can be played with friends and
added to your game portfolio.
Prerequisite: None
Course Length - 1 semester
Credit: 0.5
Phase Level: 2

Mobile Game Design

It seems as if everyone has an idea for an "app" these days! In this course, you will use professional game
design techniques to create playable mobile games that you can add to your game design portfolio. Using
GameSalad, you will learn the fundamentals of game balance, apply competition and playfulness, demonstrate a
working knowledge of triangularity, and debug using iterative game design.
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Prerequisite: Zulama Game Design
Course Length - 1 semester
Credit: 0.5
Phase Level: 2

GameMaker Programming

Learn the concepts taught in a college-level “Programming 101” course, but all of the projects are games! You
will receive an introduction to basic programming by building two dimensional (2D) games. GameMaker™, the
2D game engine you’ll be using, is based on a scripting language that builds techniques that can be transferred
to any other programming language such as Python, Java and C++. You will finish complete stand-alone
executable games that can be played with friends and added to your digital portfolio.
Prerequisite: Zulama Game Design
Course Length - 1 semester
Credit: .5
Phase Level: 2

Computer Education

Digital Photography – Grades 9 -12

This course will take students on a tour of digital photography. Students will learn how a camera works and
what the various buttons do, and they will sample the many ways their finished photos can be used. The effects
of the camera’s settings and how to use them to their advantage for almost any kind of picture will be explored
along with the techniques of composition and lighting. Students will learn to compose and manipulate images
destined for digital media and print projects. They will receive an introduction to digital photography, digital
camera operations, digital editing and correction techniques, including metering, choosing the right exposure,
using histograms, flash photography, and much more. They will explore everything needed to make an
informed decision about which camera, computer, and software to choose. This course features a culminating
portfolio where the students create a digital photo album of all their photography work.
Prerequisite: None
Course Length – 1 semester (5 days a week)
Credit: .5
Phase Level: 2

CHS Introduction to Computer Programming: BASIC - Grades 9 - 12

This course serves students with a variety of career or academic interests. BASIC was originally created to
facilitate the learning of programming. Moreover, its interactive features, power, and versatility have made it
the most widely employed programming language for home computers. Topics include problem analysis,
development of algorithms, statements, commands, debugging, loops, control structures, expressions and
operators, the top-down programming concept, subroutines, arrays and subscripts, nested structures and loops,
logical operators, sorting algorithms, string data and character string manipulations, file access, graphics, sound,
and color. The students will have the opportunity to earn 3 credits through the University of Pittsburgh.
Prerequisite: Algebra I
Course Length - Year
Credit – 1
Phase Level: 3

CHS Introduction to Computer Programming: JAVA – Grades 9 - 12

Have you ever wondered what computer programming is all about? Wanted an easy way to start learning the
fundamental concepts of modern, powerful computer languages like Java? If so then this is the course for you!
The focus of this course is an introduction to problem analysis and the development of algorithms and computer
programs in a modern high-level language. The first semester is an introductory phase into the Java language.
Programming fundamentals, control flow, methods, arrays, objects, and reading and writing files will be
explored. The second semester is a transition into “real” programming utilizing the Java Development Kit and the Eclipse
programming environment. Students will learn how to utilize Java by creating Apps for phones and tablets. The
JDK is an easy-to-use teaching environment for the Java language that facilitates the teaching of Java to first
year students. Special emphasis has been placed on visualization and interaction techniques to create highly
interactive Apps that encourage experimentation and exploration. The students will have the opportunity to earn
3 credits through the University of Pittsburgh.
Prerequisite: Algebra I
Course Length: Year
Credit: 1
Phase Level: 3

CHS Intermediate Programming Using JAVA – Grades 10 - 12

This is an intermediate course focusing on object-oriented and other fundamental programming concepts
utilizing the Java programming language. Students are expected to have some previous programming
experience prior to taking this course. The purpose of this course is to introduce the fundamental topics in
computer science and improve programming skills with an advanced introduction to programming in Java. This
would be a first course for students intending to major in computer science in college. Students will continue to
learn how to utilize Java by creating more advanced Apps for phones and tablets. Special emphasis has been
placed on object-oriented programming, control constructs, functions and arrays. The students will have the
opportunity to earn 4 credits through the University of Pittsburgh.
Prerequisite: CHS-0007 Introduction to Computer Programming: JAVA
Course Length - Year
Credit – 1
Phase Level: 3