Technology Education at Commack Middle School
The Commack Middle School Technology program is entirely based on authentic, project-based instruction, where we add depth to what is taught in a typical math and science class. While we live in a three-dimensional world, most education is taught in two dimensions; Commack Tech. Ed. adds the third dimension.
All three years of middle school technology are guided under the auspices of the Middle Years Programme (MYP), the middle school variant of the International Baccalaureate Programme taught in Commack High School. Through the MYP, we guide our curriculum using the IB Approaches to Learning, and foster knowledge using the IB Learner Profile Traits. Most importantly, we use the MYP Design Cycle to guide us through the design process; from Inquiring and Analyzing, to Developing Ideas, Creating Our Solution and finally, Evaluating Our Solution.
In sixth grade tech, we have two distinct options for our incoming students. Design Technology, and Innovations in Technology. There are unique projects associated with each class, while both classes use the most up-to-date technology, including CAD/CAM, and 3-D printing. Design Technology uses tools and machines to create a game, while Innovations in Technology allows for a research component to guide the design and manufacture of a catapult. Both of these classes make easy connections to math and science through measurement, and analysis of datasets.
Seventh grade technology’s focus is on the physics of speed, where we are guided by the question: What makes things fast? Using the Design Cycle, through the design and manufacture of a CO2 car, we discuss topics such as Newton’s laws of motion, aerodynamics, states of matter, energy levels, and transportation systems. All related to creating an optimal CO2 car; defined as having low mass and smooth aerodynamics. The design process is governed by state-of-the-art Computer Aided Design software, where students can both design and analyze their cars through computer modeling. After CO2 car designs are evaluated, students manufacture their cars using a variety of hand and power tools, where the class culminates with a race down a 50 foot track, with cars exceeding 40 MPH. Lastly, we include a 3-D printed project to further develop skills first learned in 6th grade.
Commack Middle School technology in eighth grade includes two distinct units: Clock Design and VEX Robotics. Clocks are manufactured using furniture grade plywood, and various other materials including metal, plastic, and hardwoods. Students, through the Design Cycle, research clock designs, settling on a design that relates to an interest in their lives. The process includes creating sketches, full size drawings, and material lists. When designs are finalized, clocks are manufactured using hand and power tools. Clock mechanisms are installed to creating a functional clock to be proud of. After clocks, the classes transition to VEX Robotics. These days, hardly a job exists where knowledge of computer programming is not helpful. Using the VEX IQ platform students bring STEM, Computer Science, and robotics to life in hands-on, engaging ways. Our classes program robots, using a combination of block, Python, and C programming languages, in an easy, non-intimidating manner, to enable robots to perform a variety of tasks. Each task is designed to mimic real life applications, like inspecting pipes in a hostile environment, mowing lawns with uneven terrain, or moving packages in a warehouse.
In addition to the sixth through eighth grade curriculum, the Commack Middle School Technology Department offers one enrichment class, available to seventh and eighth grade students. Building and Beyond is geared toward those students interested in the design and construction of wood projects. Students would be expected to complete four projects throughout the year, using proper design techniques, and more advanced machine tools.
Technology Education At Commack High School
The Commack High School Technology program focuses on engaging, hands-on authentic assessments that incorporate many aspects of mathematical and scientific education. Personalized projects ensure the authenticity of the students’ work, while simultaneously encouraging the application of scientific and mathematical knowledge to solve problems. Teaching students the art of problem solving is the goal of Commack High School’s Technology program; an integral key to unlocking their full academic potential.
Technology courses in the high school focus on the disciples of technology: patience, intelligence, creativity, and determination. This provides the students with a unique situation where the curriculum constantly evolves; just as the classes teach the skills required to problem solve, the course itself accommodates academic challenges.
The main reason for this course’s success is attributed to the diversity of the classroom. One classroom may be occupied by freshmen, sophomores, juniors and seniors. Students are afforded the opportunity to collaborate and share knowledge to accomplish tasks and solve problems. The technology curriculum is quite progressive, thus cooperation from students is one of the main focuses of the course. Technology teachers are in search of peers who enhance their own education and the education of others.
The CHS Technology program offers coursework supported by important educational bodies: Cisco and PLTW. Students are provided an opportunity to participate in IT Essentials, a course backed by Cisco. IT Essentials is a hands-on, career-oriented-learning solution with an emphasis on practical experience to help students develop fundamental computer skills, along with essential career skills. PLTW, Project Lead The Way, provides the framework for several college-level is Engineering courses supported by Rochester Institute of Technology. Each of the courses focus on different faces of real-life engineeringthat engages students in activities such as building homes, coding robots, and online production.
Despite the varying curricula offered at CHS, all are integral elements of the technology course category because of the extremely important similarity they share: the use of the design cycle. The design cycle teaches students the importance of failure not being the final result of their hard work. Many classes expect students to uncover the correct answer, but CHS Technology Education defy those mediocre expectations. The correct answer cannot always be found but rather invented. There is no one correct way to code programmable logic controllers, navigate routers, design a 3-D printed object, or build a cube sorting device, The constant revision of solutions to an evolving, complex problem inspires students to accomplish difficult tasks efficiently and creatively.