Manufacturing Technology

Instructional Guide 202 4 -202 5

Manufacturing Technology

Utah Career and Technical Education 2022-2023 AT-A-GLANCE

Career and Technical Education provides all students access to high-quality, rigorous career-focused programs that result in attainment of credentials with labor market value.

Data Represents Secondary Education Source of Data: Utah State Board of Education

185,256 Students enrolled in CTE courses

of CTE concentrators 97% graduate in 4 years. Native American Caucasian Asian Pacific Islander Black Hispanic Economically disadvantaged Homelessness Students with disabilities 92.8% 95.1% 96.1% 96.4% 96.9% 97.0% 97.2% 98.1% 91.7% 72.2% of students who concentrated in a CTE Pathway placed in postsecondary education, military service, or employment, within six months after graduation. (October 1-December 31, 2021-2022)

97% Graduation rate for students 99% who are CTE concentrators

Graduation rate for students who are CTE completers

graduatio Compared to Utah’s statewide n rate of

88.3%

50.1% of students concentrated in a CTE Career Pathway. A concentrator is a student who has completed specific requirements in a single CTE program of study. 18.2% of students completed a CTE Career Pathway. A completer is a student who has completed specific course requirements and earned 3.0 credits in a single CTE program of study.

CREDENTIALS OF VALUE CTE Competency Certificates earned

144,201 * TOP CERTIFICATIONS Food and Nutrition 1 Child Development Woods 1 Commercial Photo 1 Interior Design 1 Exploring Computer Science 1

PORTABLE. STACKABLE. TRANSFERABLE. DRIVEN BY EMPLOYERS.

* Utah skill certifications, business, trade association, or other industry group

Utah Career and Technical Education

Top Pathways Students completing a CTE Career Pathway are recognized by the state of Utah and their high school by receiving a CTE Secondary Pathway Completer recognition Award. CTE Career Pathways with the Highest Completer Rates Health Science Broadcasting & Digital Media Programming & Software Development Business Information Management

WORKPLACE and COLLEGE READINESS 9th–12th grade CTE concentrators who earned credit, at “C” grade or better, in (CE, or IB, or AP) OR who passed skill certification/third-party industry exams. 85.2%

Engineering Automotive

Utah Members National Members 22,386 students are members of a Career and Technical Student Organization (CTSO).

3,365

2,487

227,000

442

16,208

2,667

198,000

6,272

3,275

264,487

2,029

380,432

1,850

309,565

236,529

945,988

Students who participate in school organizations in 10th grade have higher grade point averages and are more likely to be enrolled in college at 21 years of age than other students (ctsos.org).

47,015 students participated in

124,065 CTE Concurrent Enrollment (CE) credits earned

Students have opportunities to earn CE credits i CTE courses. CE provides prepared high school students with a challenging and rigorous college-level experience. Students in the program receive both college and high school credit.

n

College and Career Awareness is a middle school course designed to increase awareness of college and career pathways. Students explore high school, college, and career options based on individual interests , abilities , and skills . Students investigate high-skill and/or in-demand jobs in the Utah labor market, while developing workplace skills.

Utah CTE classes are open to all qualified students without regard to race, color, national origin, sex, disability, or age.

Utah State Board of Education | 250 East 500 South | P.O. Box 144200 | Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D. State Superintendent of Public Instruction Thalea Longhurst, State Director of Career and Technical Education

Published January 2024

CTE Knowledge Corner

CTE Key Vocabulary

Word/ Abbreviation

Defnition

Association for Career and Technical Education (National)

ACTE

Agriculture

AG

A group of careers and industries that are related by skills or products.

Career Cluster

College and Career Awareness

CCA

College and Career Readiness

CCR

Concurrent Enrollment

CE

Career and Technical Education

CTE

A secondary student who has met all of the requirements of a CTE pathway by completing 3.0 credits with one course being a concentrator course. A secondary student who has completed at least two courses, with at least one concentrator course, in a specifc CTE pathway. A Career Pathway is a sequence of courses within a student's area of interest that connects career interests and serves as an educational road map leading to a credential. Utah has developed 35 CTE Career Pathways that align with the national Career Clusters.

CTE Completer

CTE Concentrator

CTE Pathway

Career & Technical Student Organization

CTSO

CTSO for future leaders and entrepreneurs in careers in marketing, fnance, hospitality and management.

DECA

CTSO- for Future Educators

Educators Rising

CTSO- Future Business Leaders of America

FBLA

CTSO- Family, Career and Community Leaders of America

FCCLA

Family Consumer Science

FCS

CTSO- Future Farmers of America

FFA

CTSO-Future Health Professionals

HOSA

Information Technology

IT

A listserv is an automatic emailing service. As a member of a list, you will receive copies of all the mail that is sent to the group. Lists are used to share information and ideas, ask for help or clarifcation on topics, etc.

ListServ

Federal CTE funding

Perkins

CTSO- for Future Skilled Workers

SkillsUSA

Technology & Engineering

TE

CTSO- Technology Student Association

TSA

Utah State Board of Education

USBE

Utah Association for Career and Technical Education

UtahACTE

Work-Based Learning

WBL

Helpful Websites ● ACTE ● CSDCTE ● USBE- CTE ● UtahACTE

Utah CTE Career PATHWAYS Pathways to College & Career Readiness School Year 2024-2025

Career Cluster® > Career Pathway

Agriculture, Food & Natural Resources > Agricultural Mechanics Systems > Agricultural Production Systems > Animal & Veterinary Science > Food Science, Dietetics & Nutrition > Natural Resource Science > Plant Science Architecture & Construction > Architectural & Interior Design > Construction & Structural Systems Arts, Audio/Visual Technology & Communications

Education & Training > Pre-K: Early Childhood Education > K-12: Teaching as a Profession Engineering & Technology > Engineering Health Science > Health Science Hospitality & Tourism > Culinary Arts > Hospitality & Tourism Human Services > Family & Human Services > Personal Care Services Law, Public Safety, Corrections & Security > Protective Services Manufacturing > Manufacturing & Production > Welding & Machining Transportation, Distribution & Logistics > Automotive >Aviation >Diesel

> Broadcasting & Digital Media > Fashion Apparel & Textiles > Graphic Design & Communication Business, Finance & Marketing

>Business >Finance > Marketing Computer Science & Information Technology > Cybersecurity > Information Technology Systems > Programming & Software Development > Web Development

32 CTE Career Pathways

As of August 2023 ADA Compliant: August 2023

Year at a Glance Manufacturing Technology

Manufacturing Technology- A/B Day Schedule 1 st Quarter 2 nd Quarter

3 rd Quarter

4 th Quarter

Safety Strand1

Overarching Unit

Effects of Technology

Manufacturing Technology

Mass Production

Marketing/ Manufacturing Careers

Units

Strand5

Strand2

Strand3

Strand4 Strand6

Standards

Manufacturing Technology - Semester Schedule 1 st Quarter/3 rd Quarter

2 nd Quarter/4 th Quarter

Overarching Unit

Safety Strand1

Mass Production Marketing Manufacturing Careers

Effects of Technology Manufacturing Technology

Units

Strand4 Strand5 Strand6

Strand2 Strand3

Standards

DWSBA and Testing Window: (DWSBAs are found the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the frst two weeks of the semester. Post Assessment : Within the last two weeks of the semester. SALTA Extensions: ● Consider precision partnering or individualized work for PBL and simulation assignments ● Allow a student to develop potential new projects for the cluster area lesson ● Students developed lesson materials (graphic organizers, relevant articles, career brochures, etc.) ● Consider more involved projects: (for example) instead of the student making the pencil roll, allow the student to make a drawstring bag.

Overarching Unit

Safety

Pacing

Key Language Usage

● Throughout the course

Narrate Argue Inform Explain

Key Standard(s) STRAND1 Students will follow safety practices. Standard 1: Identify potential safety hazards and follow general laboratory safety practices. ● Assess workplace conditions regarding safety and health. ● Identify potential safety issues and align with relevant safety standards to ensure a safe workplace/job site. ● Locate and understand the use of shop safety equipment. ● Select appropriate personal protective equipment. Standard 2: Use safe work practices. ● Use personal protective equipment according to manufacturer rules and regulations. ● Follow correct procedures when using any hand or power tools. ● Ref: https://schools.utah.gov/cte/engineering/resources under the Safety Program and Management tab. Standard 3: Complete a basic safety test without errors (100%) before using any tools or shop equipment. End of Unit Competency Strand 1, Standard 1 : ● Students can identify potential safety hazards.

● Students can narrate general laboratory safety practices.

Strand 1, Standard 2 : ● Students can explain safe work practices.

● Students can explain how to maintain a clean and orderly workspace.

Strand 1, Standard 3 : ● Students will identify if they pass the Safety Test with 100%.

Performance Skills 1. Create and utilize an engineering notebook per established conventions. LINK to USBE Engineering Notebook Guide 2. Demonstrate the practice of the “Technology & Engineering Professional Workplace Skills. Link to USBE Professional Workplace Skills 3. Participate in a signifcant activity that provides each student with an opportunity to render service to others, employ leadership skills, or demonstrate skills that they have learned throughout the course.

Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to explain key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

Hands-on Demonstrations and Practice:

● Have instructors or experienced professionals demonstrate proper safety protocols and equipment usage. ● Allow students to practice using personal protective equipment (PPE) and safety devices in a controlled environment. ● Simulate potential hazardous situations and have students identify and address safety concerns. ● Use videos, animations, or virtual reality simulations to showcase safety procedures and hazard identifcation. ● Develop interactive online modules or quizzes for students to test their safety knowledge. ● Create posters, infographics, or fipbooks highlighting key safety guidelines and equipment.

Visual aids and Interactive Resources:

Case Studies and Scenario Analysis:

● Present case studies of past accidents or safety incidents and have students analyze the causes and potential prevention measures. ● Encourage group discussions or role-playing activities to explore different safety scenarios and appropriate responses.

Safety Audits and Inspections:

● Assign students to conduct safety audits or inspections in the school's workshop or laboratory, identifying potential hazards and recommending improvements. ● Provide checklists or rubrics to guide students in assessing safety compliance.

Assessments:

● Develop comprehensive safety assessments or exams that cover theoretical knowledge and practical applications.

Safety Project or Portfolio:

● Have students create a safety portfolio documenting their understanding of safety principles, procedures, and equipment. ● Assign projects where students design or propose safety improvements for a specifc workspace or job site.

Mentorship and Peer Learning:

● Encourage experienced students or safety ambassadors to mentor and guide their peers in following safety practices. ● Facilitate peer-to-peer learning activities, where students teach and assess each other's safety knowledge and skills.

● Assign students to research and analyze real-world safety incidents or accidents, identifying root causes, contributing factors, and lessons learned.

Extension

Resources/ Suggested Lesson(s) ● CSD Canvas Teacher Safety Course (Contact CTE Specialist for Access) Skills: ● Have students complete the Canvas Safety Modules from the safety course. Scaffolded Learning: ● Create a presentation that identifes and describes all the tools and machines used in the class. Consider using Flipgrid, Prezi, Screencast, etc. ● Research what jobs where safety is listed as a required skill. Create a poster to inform others about that career.

Vocabulary

● Safety Equipment

● Shop Machines and Tools (used in class)

Unit 1

Effect of Technology

Pacing

Key Language Usage

● One-Quarter

Narrate Argue Inform Explain

Standards STRAND2 : Students will develop an understanding of the cultural, social, economic, and political effects of technology, the effects of technology on the environment, the role of society in the development and use of technology, and the infuence of technology on history. Standard 1 : To be aware of the history of technology, students should learn that: ● Many inventions and innovations have evolved by using slow and methodical processes of tests and refnements. ● The specialization of function has been at the heart of many technological improvements. ● The design and construction of structures for service or convenience have evolved from the development of techniques for measurement, controlling systems, and the understanding of spatial relationships. ● In the past, an invention or innovation was not usually developed with the knowledge of science. Standard2 : In order to realize the impact of society on technology, students should learn that: ● Throughout history, new technologies have resulted from the demands, values, and interests of individuals, businesses, industries, and societies. ● The use of inventions and innovations has led to changes in society and the creation of new needs and wants. ● Social and cultural priorities and values are refected in technological devices. ● Meeting societal expectations is the driving force behind the acceptance and use of products and systems. Standard3 : To understand the effects of technology on the environment, students should learn that: ● The management of waste produced by technological systems is an important societal issue. ● Technologies can be used to repair damage caused by natural disasters and to break down waste from the use of various products and systems. ● Decisions to develop and use technologies often put environmental and economic interests in direct competition with one another.

End of Unit Competency Strand 2, Standard 1: ● Students can identify how inventions and innovations have evolved throughout history. Strand 2, Standard 2 : ● Students can explain the economic and cultural effects of technology on society. Strand 2, Standard 3 : ● Students can identify and explain the consequences of technology throughout history. Performance Skills 1. Create and utilize an engineering notebook per established conventions. LINK to USBE Engineering Notebook Guide 2. Demonstrate the practice of the “Technology & Engineering Professional Workplace Skills. Link to USBE Professional Workplace Skills 3. Participate in a signifcant activity that provides each student with an opportunity to render service to others, employ leadership skills, or demonstrate skills that they have learned throughout the course.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to explain key concepts, add details or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify entities ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

Case Studies and Historical Analysis:

● Examine real-world case studies that showcase the evolution of specifc technologies and their societal impacts. ● Analyze historical events or inventions that transformed societies, economies, or environments. ● Encourage students to research and present on signifcant technological advancements and their effects.

Debates and Discussions:

● Facilitate debates or discussions on the societal, cultural, economic, and environmental implications of emerging or controversial technologies. ● Assign students to argue different perspectives, fostering critical thinking and understanding of multiple viewpoints.

Scenario-based Learning:

● Present hypothetical scenarios involving the development, adoption, or consequences of new technologies. ● Students can work in groups to analyze the scenarios, identify potential impacts, and propose solutions or strategies.

Technology Impact Assessments:

● Have students conduct technology impact assessments, evaluating the potential social, economic, political, and environmental effects of specifc technologies. ● This exercise can involve research, data analysis, and presenting fndings and recommendations.

Multimedia Projects:

● Assign students to create multimedia projects (e.g., videos, documentaries, podcasts) exploring the historical, societal, or environmental aspects of technology. ● These projects can incorporate interviews, research, and creative storytelling to communicate their understanding. Role-playing and Simulations: ● Develop role-playing scenarios or simulations where students assume different stakeholder roles (e.g., policymakers, industry leaders, environmentalists) and negotiate technology-related decisions or policies.

Technology Timelines and Infographics:

● Have students create interactive timelines or infographics to visualize the evolution of technologies, their societal impacts, and the interplay between technology and various factors (e.g., culture, environment, politics).

Refective Journaling:

● Incorporate refective journaling exercises, where students document their thoughts, observations, and personal experiences related to the societal and environmental impacts of technology.

Extension

● Organize Virtual feld trips to technology companies, research facilities, or environmental organizations to witness the real-world applications and impacts of technology. ● Invite guest speakers from relevant industries, government agencies, or advocacy groups to share their experiences and insights. ● Encourage students to collaborate with local communities, organizations, or businesses to identify technology-related challenges and propose solutions that consider societal, economic, and environmental factors.

Resources/ Suggested Lesson(s) ● Brainspire Article: Technology and Society: how technology changed our lives Skills : ● Students can explain how to design a product with minimal waste. Scaffolded Learning : ● Have students create a small wooden game designed for children using the provided cutoff waste material found in the shop scrap bin. Provide students with a rubric with specifc parameters. ● Have students create a presentation about the impact of technology on society.

Vocabulary

● Invention ● Innovation ● Cultural Effects ● Social Effects ● Economic Effects ● Political Effects

Unit 2

Manufacturing Technologies

Pacing

Key Language Usage

● One Quarter

Narrate Argue Inform Explain

Standards STRAND 3: Students will develop an understanding of and be able to select and use appropriate manufacturing technologies. Standard 1: In order to better understand manufacturing technologies, students should learn that: ● Materials must frst be located before they can be extracted from the earth through such processes as harvesting, drilling, and mining. ● Materials have different qualities and may be classifed as natural, synthetic, or mixed. ● Manufacturing systems are mechanical processes that change the form of materials through the process of separating, forming, combining, and conditioning. ● Chemical technologies are used to modify or alter chemical substances and provide a means for humans to alter or modify materials and produce chemical products. Standard2 : In order to select and use manufacturing technologies, students should learn that: ● The manufacturing process includes the designing, development, making, and servicing of products and systems. ● Manufacturing systems may be classifed into types, such as customized production, batch production, and continuous production. ● Manufactured goods may be classifed as durable and non-durable. Durable goods are designed to operate for a long period of time, while non-durable goods are designed to operate for a short period of time. ● The interchangeability of parts is an inherent requirement of an effective manufacturing process. ● Servicing keeps products in good condition.

Standard3 : Demonstrate basic technical drawing and reading skills. Standard4 : Take measurements using basic equipment used in manufacturing. ● Steel rule ● Digital or analog caliper ● Micrometer

End of Unit Competency Strand 3, Standard 1 : ● Students can explain the appropriate tools, machines, and materials that are commonly used in manufacturing.

Strand 3, Standard 2 : ● Students can explain the steps of the manufacturing process.

Strand 3, Standard 3 : ● Students can create and read a technical drawing.

Strand 3, Standard 4 : ● Students can narrate how to use a steel ruler, a caliper, and a micrometer successfully to measure an object. Performance Skills 1. Create and utilize an engineering notebook per established conventions. LINK to USBE Engineering Notebook Guide 2. Demonstrate the practice of the “Technology & Engineering Professional Workplace Skills. Link to USBE Professional Workplace Skills 3. Participate in a signifcant activity that provides each student with an opportunity to render service to others, employ leadership skills, or demonstrate skills that they have learned throughout the course.

Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

Hands-on Projects and Workshops: ● Provide opportunities for students to engage in hands-on manufacturing projects or workshops, allowing them to experience various manufacturing processes frsthand. ● These projects could involve activities such as 3D printing, CNC machining, woodworking, metalworking, or ceramics.

Simulation Software and Virtual Reality: ● Utilize simulation software or virtual reality (VR) applications to provide interactive experiences of manufacturing processes and systems. ● Students can simulate different manufacturing scenarios, experiment with different materials and techniques, and observe the outcomes without the need for physical resources. Technical Drawing and CAD Training: ● Offer training in technical drawing and computer-aided design (CAD) software to develop skills in creating and interpreting manufacturing drawings and blueprints. ● Incorporate exercises where students practice reading and interpreting technical drawings, as well as creating their own designs. Measurement and Instrumentation Labs: ● Set up a dedicated lab or workspace where students can practice using various measurement tools and instruments commonly used in manufacturing, such as calipers, micrometers, and gauges. ● Provide hands-on exercises and projects that require precise measurements and quality control. Material Science Experiments: ● Conduct experiments and demonstrations to explore the properties, characteristics, and classifcations of different materials used in manufacturing, including natural, synthetic, and mixed materials. ● Students can observe and analyze how these materials behave under different manufacturing processes. Case Studies and Problem-Based Learning: ● Present real-world case studies or scenarios related to manufacturing challenges or issues. ● Students can work in groups to analyze the problems, research potential solutions, and propose appropriate manufacturing technologies and processes to address the challenges. Reverse Engineering and Product Analysis:

● Provide students with manufactured products and have them disassemble, analyze, and document the manufacturing processes, materials, and components used. ● This exercise can help students understand the principles of manufacturing, interchangeability of parts, and product servicing.

Manufacturing Competitions and Challenges: ● Organize manufacturing competitions or challenges where students design, prototype, and manufacture products or components within specifc constraints or requirements. ● These challenges can foster teamwork, problem-solving, and the application of various manufacturing technologies and skills. ● Work with your Work-Based Learning Facilitator to establish partnerships with local manufacturers or industry professionals who can provide mentorship, guidance, and real-world insights into manufacturing technologies and processes. ● Organize virtual or in-person feld trips to manufacturing facilities or plants to observe different manufacturing systems, processes, and technologies in action.

Extension

Resources/ Suggested Lesson(s) ● Caliper Video

● Google SketchUp ● Micrometer Video

Skills: ● Creating and reading technical drawings and demonstrating profciency in measuring. ● Utilize the steps of the manufacturing process while designing and producing a product. Scaffolded Learning: ● Have students individually design and manufacture a custom wooden puzzle. Provide students with a rubric with specifc parameters. ● Have students “pitch” their custom puzzle to the class and make an argument as to why their puzzle should be mass-produced.

Vocabulary

● Natural Materials ● Synthetic Materials ● Mixed Materials ● Separating ● Forming ● Combining ● Conditioning ● Chemical Technology ● Production ● Durable Goods

● Non-Durable Goods ● Interchangeable Parts ● Common Technical Drawing Terms (teacher selected) ● Caliper ● Micrometer

Unit 3

Mass Production

Pacing

Key Language Usage

● One-Quarter

Narrate Argue Inform Explain

Standards STRAND5 : Students will design and operate a mass-production system that creates a product of value. Standard 1: To better understand a production system, students will: ● Assume an individual production role within a continuous system. Understand the importance of labor effciency and be able to identify ways to improve a mass-production system. ● Include evidence of planning that ensures the product, system, or service meets established criteria.

End of Unit Competency Strand 5, Standard 1 : ● Students can explain the basic concepts of entrepreneurship.

● Students can explain how a company makes a proft.

● Students can narrate how to market a product. Performance Skills 1. Create and utilize an engineering notebook per established conventions. LINK to USBE Engineering Notebook Guide 2. Demonstrate the practice of the “Technology & Engineering Professional Workplace Skills. Link to USBE Professional Workplace Skills 3. Participate in a signifcant activity that provides each student with an opportunity to render service to others, employ leadership skills, or demonstrate skills that they have learned throughout the course. Language Functions & Features:

■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to explain key concepts, add details, or classify information

■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

Simulation and Role-Playing Activities: ● Set up a simulated production line or mass-production system within the classroom or workshop. ● Assign students to different roles and tasks within the production line, such as assembly, quality control, packaging, or logistics. ● Encourage students to identify bottlenecks, ineffciencies, and areas for improvement within the simulated system. Project-Based Learning: ● Develop a project where students design and operate a small-scale mass-production system to manufacture a product of value. ● This could involve creating a product prototype, planning the production process, assembling production lines, and implementing quality control measures. ● Students can document their planning, decision-making, and continuous improvement strategies throughout the project. Industry Case Studies and Analysis: ● Provide students with real-world case studies or examples of successful mass-production systems and supply chain operations. ● Encourage students to analyze these systems, identify key factors contributing to their effciency, and propose potential improvements or modifcations. Time and Motion Studies: ● Conduct time and motion studies within the simulated or project-based production systems. ● Students can observe and analyze the time required for each task, identify opportunities for streamlining processes, and optimize labor effciency.

Lean Manufacturing Principles: ● Introduce students to lean manufacturing principles, such as continuous improvement (kaizen), just-in-time production, and waste reduction. ● Encourage students to apply these principles within their simulated or project-based production systems to enhance effciency and eliminate waste. Quality Control and Inspection Exercises: ● Incorporate quality control and inspection exercises within the production process. ● Students can practice techniques such as statistical process control, sampling methods, and defect identifcation to ensure product quality and consistency. Production Planning and Scheduling: ● Have students develop production plans, schedules, and resource allocation strategies to meet specifc production targets or customer demands. ● This can involve forecasting, capacity planning, and supply chain management considerations. Collaborative Problem-Solving: ● Encourage team-based problem-solving activities, where students collaborate to identify and address challenges or bottlenecks within the mass-production system. ● This can foster communication, teamwork, and critical thinking skills essential for effcient production operations. Production System Optimization: ● Challenge students to continuously optimize and refne their mass-production systems based on data analysis, feedback, and lessons learned. ● Encourage them to document their improvements, track

performance metrics, and present their optimized production systems to stakeholders or industry professionals.

● Challenge students to incorporate sustainability principles into their mass-production systems. This could involve exploring eco-friendly materials, energy-effcient

Extension

processes, waste reduction strategies, and cradle-to-cradle design concepts. ● Have students conduct product life cycle analyses, considering the environmental and economic impacts of their products from raw material extraction to disposal or recycling.

Resources/Suggested Lesson(s) Skills:

● Students learn and participate in the manufacturing process. ● Students make quality control and labor effciency improvements.

Scaffolded Learning: ● Use the class-selected puzzle from the previous unit as the mass-production product. ● Have small groups manufacture a small wooden product while other teams of students peer-review their quality and effciency. ● Consider having all class periods produce the same product based on given standards and create a multi-class competition for a top-class reward. Vocabulary ● Mass Production

● Production System ● Continuous System ● Effciency

Unit 4

Marketing

Pacing

Key Language Usage

● 5weeks

Narrate Argue Inform Explain

Standards STRAND4 : Students will defne free enterprise and marketing as it relates to manufacturing. Standard 1: To defne free enterprise and marketing, students should learn that: ● The basic concepts of entrepreneurship. ● The process of obtaining capital and managing fnances. ● Marketing a product involves conducting research on its potential, establishing a product's identity, advertising it, selling it, and distributing it.

End of Unit Competency Strand 4. Standard 1 : ● Students can explain the basic concepts of entrepreneurship.

● Students can explain how a company makes a proft.

● Students can narrate how to market a product. Performance Skills 4. Create and utilize an engineering notebook per established conventions. LINK to USBE Engineering Notebook Guide 5. Demonstrate the practice of the “Technology & Engineering Professional Workplace Skills. Link to USBE Professional Workplace Skills 6. Participate in a signifcant activity that provides each student with an opportunity to render service to others, employ leadership skills, or demonstrate skills that they have learned throughout the course. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to explain key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes

■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

Entrepreneurship Simulations and Business Plan Development:

● Engage students in entrepreneurship simulations or business plan competitions, where they develop a product or service idea, conduct market research, and create a comprehensive business plan. ● Incorporate elements such as product development, marketing strategies, fnancial planning, and pitch presentations. ● Provide students with real-world case studies of successful (or unsuccessful) marketing campaigns or product launches. ● Have them analyze the marketing strategies, target audience, branding, advertising techniques, and distribution channels employed. ● Encourage students to identify strengths, weaknesses, and areas for improvement. ● Assign students to conduct market research for a hypothetical or real product or service. ● This could involve techniques such as surveys, focus groups, competitor analysis, and industry trend analysis. ● Students can present their fndings and recommendations for marketing and positioning the product.

Marketing Case Studies and Analysis:

Market Research Projects:

Product Development and Branding Exercises:

● Challenge students to develop a new product or service concept, including branding elements such as naming, logos, and positioning statements. ● Have them create prototypes, packaging designs, and promotional materials to showcase their product.

Marketing Plan Creation:

● Guide students through the process of creating a comprehensive marketing plan for a product or service. ● This should include elements such as market analysis, target audience identifcation, pricing strategies, promotional tactics, and distribution channels.

Advertising and Promotional Campaigns:

● Have students design and execute mock advertising or promotional campaigns for a product or service. ● This could involve creating print ads, social media campaigns, video commercials, or other promotional materials. ● Encourage students to consider different advertising media and target audience segments. ● Provide opportunities for students to practice sales pitches and product presentations. ● This could involve presenting their product or service to classmates, industry professionals, or mock "investors." ● Emphasize effective communication, persuasion, and addressing potential objections or concerns.

Sales Pitches and Presentations:

Financial Literacy and Capital Management:

● Incorporate lessons on fnancial literacy, budgeting, and capital management for small businesses or startups. ● Teach students about different funding sources (e.g., loans, investments, crowdfunding), fnancial planning, and cash fow management.

● Introduce students to the concepts of international marketing and global business operations. ● Teach students about search engine optimization (SEO), social media marketing, email marketing, and various e-commerce platforms and strategies.

Extension

Resources/ Suggested Lesson(s) ● Investigate Free Enterprise Website ● Sample Marketing Lessons

Skills: ● Create a basic marketing plan for a wooden project produced in class that incorporates the following criteria: ○ Target market ○ Price

○ Packaging ○ Distribution ○ Overhead (Cost vs. Price)

Scaffolded Learning: ● Have students create a video ad promoting their product that appeals to the target market. Vocabulary ● Free Enterprise ● Marketing ● Entrepreneurship ● Capital ● Proft

Unit 5

Manufacturing Careers

Pacing

Key Language Usage

● 8Weeks

Narrate Argue Inform Explain

Standards STRAND6 : Students will investigate the educational pathways and career opportunities in the manufacturing industry. Standard 1: Identify occupations related to the manufacturing industry. Standard 2: Identify different types of occupational training. End of Unit Competency Strand6 : ● Students can identify careers relating to the manufacturing industry. ● Students can identify Career Pathways, types of career training, and resulting certifcations in manufacturing careers. Performance Skills 1. Create and utilize an engineering notebook per established conventions. LINK to USBE Engineering Notebook Guide 2. Demonstrate the practice of the “Technology & Engineering Professional Workplace Skills. Link to USBE Professional Workplace Skills 3. Participate in a signifcant activity that provides each student with an opportunity to render service to others, employ leadership skills, or demonstrate skills that they have learned throughout the course.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to explain key concepts, add details or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

Career Exploration and Research Projects:

● Assign students to research and create presentations on various occupations and careers within the manufacturing industry. ● Encourage them to explore job descriptions, required skills, education and training pathways, job outlook, and potential career progression. ● Students can present their fndings to the class, highlighting the diverse opportunities available in the manufacturing sector. Industry Guest Speakers and Career Panels: (Work with your WBL Facilitator) ● Invite professionals from different manufacturing-related felds to share their career journeys, job responsibilities, and insights with students. ● Organize career panels with representatives from various manufacturing companies, trade associations, or educational institutions. ● Allow students to ask questions and gain frsthand knowledge about different career paths and training options. ● Conduct mock interviews with students, providing them with feedback on their interview skills and presence. ● Offer workshops on resume writing, cover letter creation, and job application processes specifc to the manufacturing industry. ● Invite human resources professionals or career counselors to provide guidance and critique students' job application materials. Mock Interviews and Job Application Workshops:

Career Aptitude Assessments and Interest Inventories:

● Administer career aptitude assessments or interest inventories to help students identify their strengths, interests, and potential career matches within the manufacturing sector. ● Discuss the results with students, guiding their interests and abilities with suitable career paths.

Educational Pathway Exploration:

● Research and present information on various educational pathways leading to manufacturing careers, such as trade schools, community colleges, apprenticeship programs, and four-year degrees. ● Invite representatives from educational institutions to discuss their programs, admission requirements, and potential career outcomes. ● Encourage students to explore scholarship and fnancial aid opportunities related to manufacturing education.

● Introduce students to emerging and advanced manufacturing technologies, such as additive manufacturing (3D printing), robotics, automation, and the Internet of Things (IoT). ● Encourage students to analyze the impact of these policies on manufacturing operations, employment, and competitiveness.

Extension

Resources/ Suggested Lesson(s) ● Career One Stop ● You Science ● Manufacturing Pathway Skills: ● Students are able to explain the path to their future careers. ● Students are able to identify and describe the required skills and training for their desired future careers. Scaffolded Learning: ● Create a presentation about Technology Careers. What are the top, high-wage, in-demand technology careers in your area? What are the required skills and training for the career? What is the career outlook? ● Create a Flipgrid, poster, Google Slides presentation, website, or other visual display that answers these questions.

Vocabulary

● Trade School ● Apprentice ● Occupation ● Profession ● Trade ● Career Pathway

Disciplinary literacy refers to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines (Shanahan & Shanahan, 2012). Each discipline (e.g., science, math, history, art, technology, etc.) has a specialized vocabulary and components that DISCIPLINARY LITERACY Specific reading, writing, and communicating within a discipline.

are unique to that discipline. Secondary students need to be taught what is unique about each discipline and the “nuanced differences in producing knowledge via written language across multiple disciplines” (Moje, 2007, p. 9). Content literacy strategies typically include ways to approach text in any discipline; these strategies help with comprehension but are not sufficient for an in-depth understanding of a particular discipline. Content literacy strategies include predicting what the text might be about before reading, paraphrasing during reading, and summarizing after reading.

However, in addition to these strategies, students must learn and use specific strategies to comprehend complex text in the disciplines. For example, when reading historical documents, students need to contextualize information (When was it written? Who was the audience? What was going on in society at that time?); source the document (Who wrote it? For what purpose?); and corroborate conclusions (Do other documents written during that time have the same perspective and come to the same conclusions?).

English Language Arts

Mathematics

Social Studies

Science

• Story elements: who, what when, where, why • Literal vs. implied meaning • Themes Text structures • Genres: i.e., poetry, essay, fiction

• Search for the “truth” and for errors • Importance of each word and symbol • Interpretation of information presented in unusual ways • Mathematical modeling & problem solving

• Author’s perspective and bias; sourcing • Time period: contextualization • Corroboration of multiple perspectives and documents • Rhetorical constructions

• Facts based on evidence • Graphs, charts, formulas • Corroboration and transformation • Concepts such as data analysis, hypothesis,

observations, investigations

Literacy in the disciplines is crucial for several reasons. A secondary students’ ability to read complex texts is strongly predictive of their performance in college math and science courses (Alliance for Excellent Education, 2011). Yet students are reading less in high school than they did fifty years ago. The Common Core State Standards (CCSS) (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) emphasize close reading of complex text in the disciplines to build a foundation for college and career readiness.

Adapted from Shanahan, shanahanonliteracy.com

Canyons School District

Instructional Supports Department

TEXT COMPLEXITY Implementation Tools & Resources

A critical component of the Utah Core Standards for Reading is the requirement that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Being able to read complex text independently and profciently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. To grow, our students must read a lot, more specifcally they must read a lot of complex texts that offer them new language, new knowledge, and new modes of thought.

The Utah Core Standards defne a three-part model for determining how easy or diffcult a particular text is to read as well as grade-by-grade specifcations for increasing text complexity in successive years of schooling (Reading standard 10). These are to be used together with grade-specifc standards that require increasing sophistication in students’ reading comprehension abilities (Reading standards 1–9). In this way, the Standards approach the intertwined issues of what and how students read. The three-part model includes quantitative and qualitative measures of text complexity as well as reader and task considerations.

Quantitative

Qualitative

Reader & Task Considerations

Readability and other scores of text complexity often best measured by computer software.

Levels of meaning, structure, language conventionality and clarify, and knowledge demands often best measured by an attentive human reader. Levels of meaning, levels of purpose, structure, organization, language conventionality, language clarity, prior knowledge demands

Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Considerations such as motivation, prior knowledge, purpose for reading, complexity of task assigned regarding text.

Word length, word frequency, word diffculty, sentence length, text length, text cohesion

Determine lexile level of a text at lexile.com

Use the text complexity rubrics

Reader & Task Considerations

Revisiting How We Match Readers and Texts “For decades, teachers have been told that quality instruction requires a careful matching of materials to students. The goal has been to select materials that are neither too diffcult nor too easy for student. Typically, students are assessed on their ability to orally read and comprehend text. Then, instructional materials are selected to match the students’ current performance” (Fisher, Frey, & Lapp, 2012). The main issue with this approach is it limits what students can read with instruction and creates a divide between what the Standards are calling for and what students’ access. “There is evidence that students learn, and perhaps more, when they are taught from challenging texts“ (Morgan, Wilcox, & Eldredge, 2000; O’Connor, Swanson, & Geraghty, 2010).