Manufacturing Technology

Instructional Guide 202 5 -202 6

Manufacturing Technology

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 first 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.

STRANDS AND STANDARDS

MANUFACTURING TECHNOLOGY

Learning that works for Utah CTE ®

Course Description An introductory course focused on the world of manufacturing technology. Students will gain

an understanding of how manufacturing technologies impact politics, the environment, society,

and the economy. Students will develop a foundation in essential abilities and attitudes that

will in turn expand their occupational opportunities in the manufacturing world.

Core Code

38.03.00.00.06 0

Concurrent Enrollment Core Code

None

Units of Credit

0.5 8-9

Intended Grade Level

Prerequisite

None

Skill Certification Test Number

620

Test Weight

0.5

License Area of Concentration

Secondary

Required Endorsement(s)

Technology & Engineering, or Technology

ADA Compliant: June 2020

MANUFACTURING TECHNOLOGY

STRAND 1 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/jobsite. 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. STRAND 2 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 influence of technology on history. Many inventions and innovations have evolved by using slow and methodical processes of tests and refinements. 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. Standard 2 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. Standard 1 In order to be aware of the history of technology, students should learn that: • • • • •

2IPa g e

June 2020

MANUFACTURING TECHNOLOGY

• •

• Standard 3 In order 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. 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 first be located before the can be extracted from the earth through such processes as harvesting, drilling, and mining. • Materials have different qualities and may be classified 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. Standard 2 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 classified into types, such as customized production, batch production, and continuous production. Manufactured goods may be classified 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 processes. Servicing keeps products in good condition. • • • Social and cultural priorities and values are reflected in technological devices. Meeting societal expectations is the driving force behind the acceptance and use of products and systems. • • • • • •

Standard 3 Demonstrate basic technical drawing and reading skills.

June 2020

3IPa g e

MANUFACTURING TECHNOLOGY

Standard 4 Take measurements using basic equipment used in manufacturing.

• • •

Steel rule Digital or analog caliper Micrometer

• Standard 1 In order to define free enterprise and marketing, student should learn that: The basic concepts of entrepreneurship. STRAND 4 Students will define free enterprise and marketing as it relates to manufacturing.

• •

The process of obtaining capital and managing finances. Marketing a product involves conducting research on its potential, establishing a product's identity, advertising it, selling it, and distributing it.

STRAND 5 Students will design and operate to a mass production system that creates a product of value.

Standard 1 In order to better understand a production system, students will:

• •

Assume an individual production role within a continuous system. Understand the importance of labor efficiency 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. STRAND 6 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.

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MANUFACTURING TECHNOLOGY

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

Number of Test Points by Strand

Total

Total

Test Name

Test#

I

I

I

I

I

Points Questions

2 7

4

1

3

5

6 3

I 25 I

I

10 I

13 I

620

63

Manufacturing Technology

5

52

Performance Skills

1. Create and utilize an engineering notebook per established conventions. https://schools.utah.gov/cte/engineering/resources 2. Demonstrate practice of the Technology & Engineering Professional Workplace Skills. https://schools.utah.gov/cte/engineering/resources 3. Participate in a significant activity that provides each student with an opportunity to render service to others, employ leadership skills, or demonstrate skills they have learned through this course, preferably through participation in a Career & Technical Student Organization (CTSO) such as the Technology Student Association (TSA).

June 2020

SIPa g e

Overarching Unit

Safety

Pacing

Key Language Usage

●​ Throughout the course

Narrate Argue Inform Explain

Key Standard(s) STRAND 1 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 significant 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: ■ Verbs to define 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 using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

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 identification. ●​ Develop interactive online modules or quizzes for students to test their safety knowledge. ●​ Create posters, infographics, or flipbooks 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 specific 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 identifies 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 STRAND 2 : 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 influence 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 refinements. ●​ 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. Standard 2 : 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 reflected in technological devices. ●​ Meeting societal expectations is the driving force behind the acceptance and use of products and systems. Standard 3 : 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 significant 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 define 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 using verbs and direct quotes ■ Technical word choices to define and classify entities ■ Adjectives and adverbs to answer questions about quantity, size, shape,and manner ( descriptions)

Differentiation in Action Skill Building

Case Studies and Historical Analysis:

●​ Examine real-world case studies that showcase the evolution of specific technologies and their societal impacts. ●​ Analyze historical events or inventions that transformed societies, economies, or environments. ●​ Encourage students to research and present on significant 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 specific technologies. ●​ This exercise can involve research, data analysis, and presenting findings 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).

Reflective Journaling:

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

Extension

●​ Organize Virtual field 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 specific 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: To better understand manufacturing technologies, students should learn that: ●​ Materials must first 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 classified 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. Standard 2 : 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 classified into types, such as customized production, batch production, and continuous production. ●​ Manufactured goods may be classified as durable and non-durable. Durable goods are designed to operate for a long period, while non-durable goods are designed to operate for a short period. ●​ The interchangeability of parts is an inherent requirement of an effective manufacturing process. ●​ Servicing keeps products in good condition. Standard 3 : Demonstrate basic technical drawing and reading skills. Standard 4 : 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 significant 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: ■ Verbs to define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

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 firsthand. ●​ 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 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 classifications 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 specific 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 field 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 proficiency 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 specific 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 STRAND 5 : 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 efficiency 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 profit.

●​ 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 significant 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 define 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 define 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, inefficiencies, 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 efficiency, and propose potential improvements or modifications. 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 efficiency.

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 efficiency 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 identification to ensure product quality and consistency. Production Planning and Scheduling: ●​ Have students develop production plans, schedules, and resource allocation strategies to meet specific 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 efficient production operations. Production System Optimization: ●​ Challenge students to continuously optimize and refine 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-efficient

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 efficiency 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 efficiency. ●​ 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 ●​ Efficiency

Unit 4

Marketing

Pacing

Key Language Usage

●​ 5 weeks

Narrate Argue Inform Explain

Standards STRAND 4 : Students will define free enterprise and marketing as they relate to manufacturing. Standard 1: To define free enterprise and marketing, students should learn that: ●​ The basic concepts of entrepreneurship. ●​ The process of obtaining capital and managing finances. ●​ 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 profit.

●​ 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 significant 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 define 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 using verbs and direct quotes

■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and 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, financial 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 findings 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 identification, 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 financial literacy, budgeting, and capital management for small businesses or startups. ●​ Teach students about different funding sources (e.g., loans, investments, crowdfunding), financial planning, and cash flow 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 ●​ Profit

Unit 5

Manufacturing Careers

Pacing

Key Language Usage

●​ 8 Weeks

Narrate Argue Inform Explain

Standards STRAND 6 : 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 Strand 6 : ●​ Students can identify careers relating to the manufacturing industry. ●​ Students can identify Career Pathways, types of career training, and resulting certifications 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 significant 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 define 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 using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and 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 findings 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 fields 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 firsthand 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 specific 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 financial 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

Best Practices in CTE

Practice

What Teacher Does

What Students Do

Combat Misconceptions Teachers will use prior knowledge to identify any misunderstandings before introducing new material.

Students will contrast their initial understanding of a subject with their updated knowledge and will be able to articulate or write about how their comprehension of the topic evolved. Students will be encouraged to ask questions of each other about what is being presented and the conclusions they draw from their models or projects. Students will develop, assess, and improve models, which may encompass diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Students will engage in investigations ranging from structured activities led by the teacher to inquiries driven by student curiosity, covering levels of exploration from teacher-led structured inquiry to student-directed open inquiry. Students will be advised to strategically analyze and interpret raw data to derive its meaning and relevance, enabling its use as evidence when forming conclusions. Students will construct solutions to the presented problems and present their findings to both the teacher and fellow students.

Define Problems and Ask Questions

Teachers will engage students by presenting content in different ways and inviting them to brainstorm hypotheses and propose new questions. Teachers will furnish and directly instruct students on certain models while also enabling students to devise their own models. By offering targeted feedback, teachers will assist students in refining their models. Teachers will offer students hands-on opportunities to tackle problems, either under the guidance of the teacher or in open-ended scenarios where students can explore and test their own ideas. Teachers will instruct students directly on organizing data specific to the content and on justifying conclusions drawn from that data. Teachers will create opportunities for students to express problems, work on solving them, and formulate solutions.

Develop Models

Plan and Carry Out Investigations

Analyze and Interpret Data

Problem-Solving

Use Authentic Assessment

Teachers should utilize formative and summative assessments, such as performance evaluations, exit tickets, and project reflection notebooks, to make student thinking visible.

Students will employ academic language and draw on class experiences to articulate their understanding of the current content, while also having chances for self-assessment through provided rubrics and objectives on a daily or weekly basis. Students actively engage in the lesson through writing, speaking, asking questions, or reading activities, and they will also have opportunities to interact with both the teacher and their classmates.

OTR’s

Teachers will ensure active engagement of all students in the learning process, maintaining a pace of instruction that encourages frequent student responses and calling on a diverse range of students to contribute throughout the lesson. Teachers will deliver information at different difficulty levels and regularly utilize gathered data to pinpoint students' needs, forming small groups to address specific areas of focus. Teachers offer continuous, well-timed corrections and feedback grounded in observations and attentive listening, providing students with opportunities to incorporate this feedback into their ongoing learning. cognitive skills, compelling them to draw conclusions based on their findings. Teachers will assign students tasks that demand reasoning, planning, and creating connections within and beyond the content area, such as projects centered on research, developing findings, formulating Teachers will assign students activities that require higher

Scaffolded Instruction & Grouping

Students are given roles and materials suitable for their experience level, often participating in peer feedback and discussions.

Instructional Agility & Feedback

Students actively participate and respond effectively to continuous corrections initiated by the teacher, showcasing proficient engagement in both individual and group activities.

DOK3

Students will demonstrate their ability to explain their actions and justify their reasoning based on their findings from an activity. Students will engage in tasks that involve developing and evaluating projects related to the content area using information gathered from various sources.

DOK4

hypotheses, testing theories, presenting conclusions, and defending positions.