Unit Plan Template

`Unit Plan that Incorporates the Use of Thinki= ng Tools

Author
First and Last Name=	Jim Blackwell
School Name	= Herington High School
School District	USD 487
= School City, State	Herington, KS=
Classroom Informati= on
Subject Area
AU= TOMOTIVE
Grade Level(s)<= /p>
9-= 12
Unit Ov= erview
Unit Title
AU= TOMOTIVE SAFETY
Unit Summary
Safety means protecting yourself and others from danger and possible injury. Safety must be the first priority of every employee = in the automotive workplace.
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
De= velop plans Investigate problems Think Flexibly Make decisions
Standards
The students will develop an understanding of automotive safety information.<= o:p>
Learning Objectives
The learner will identify types of safety information posted in automotive service center.
Curriculum-Framing Questions	Essential Question
SA= FE or SORRY?
Unit Questions
Why should proper tools be used?
Content Questions
Should safety be the first priority of every employe= e in the automotive workplace?

= Student Assessment Plan

Assessment Summary

In this unit, the students w= ill perform a variety of activities which will include general workplace safe= ty, personal safety, equipment and tool usage safety. The students will view a video on= safety and create safety signs. A = test and a series of quizzes will be used as assessments.

Assessment Timeline


Before Project Work Begins	While Students Work on Projects=	After Project Work Ends

= · = Questioning = · = Video Participation<= /o:p>	<= font size=3D1 face=3DSymbol>· = Visual Ranking= <= font size=3D1 face=3DSymbol>· = Seeing Reason<= /span>	<= font size=3D1 face=3DSymbol>· = Questioning <= font size=3D1 face=3DSymbol>· = Written Test

=	=	=

Visual Ranking Elements (Complete this section if this tool will be used in the unit)<= /font>

Visual Ranking Project Name (For the Visu= al Ranking workspace)<= /font>

Ha= zardous Materials and Wastes

Project Description (For the Visu= al Ranking workspace)

Many products used on vehicles and workplace equipment contain hazardous material. The waste from these products might also be hazardous waste. Hazardous materials and wastes are materials that pose a danger to human health and the environment. This tool is used to prioritize t= he hazardous materials that pose a danger to human health and the environmen= t. You will rank the materials from = the most hazardous to your health and environment on the top to the least hazardou= s on the bottom. Then, you are to collaborate with in groups to develop a group ranking. Finally, your group will compare= the rankings using the comparison tool. Use the correlation shown to see = how closely the groups agreed on the “hazard” of various material= s. Re-evaluate your analysis of haza= rdous materials. Have your opinio= ns changed through this activity?

Prompt (For the Visu= al Ranking workspace)<= /font>

In the following activity you are to rank each item in the list from the most hazardous materials on th= e top to the least on the bottom. Then, add comments (by double clicking on the topic) to each entry defending yo= ur placement. When the student= has completed this section, the students will compare with other groups by clicking on the button.

Sorting List (For the Visu= al Ranking workspace)<= /font>

Batteries =

B= attery acid

Brake fluid

Carburetor cleaner

Solvent

Some used transmission fluid=

Used antifreeze

Used oil

Practice Ranking (For your future quick reference)<= /font>

Te= acher ID: jimblack

Practice Team ID team01=

Pa= ssword:

Pa= ssword: team01

Pa= ssword:

Seeing Reason Elements (Complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seei= ng Reason workspace)<= /font>
= Safety Awareness
Project Description (For the Seei= ng Reason workspace)
In the following activity, students will create a ca= use and effect map relating safety to vehicle maintenance.
Research Question (For the Seei= ng Reason workspace)<= /font>
How can vehicle maintenance affect safety?
Practice Map (For your future quick reference)
Practice Team ID: team01	Pa= ssword: team01

Showing Evidence Elements (Complete this section if this too= l will be used in the unit)
Showing Evidence Project Name (For the Show= ing Evidence workspace)<= /font>
En= ergy Source
Project Description (For the Show= ing Evidence workspace)
St= udents will compare gas, electric, diesel and hydrogen powered units to decide w= hich energy source is the best for them based on cost, efficiency and maintena= nce information.
Prompt (For the Show= ing Evidence workspace)<= /font>
Which type of powered vehicle would you pick for your transportation?
Practice Case (For your future quick refer= ence)
Practice Team ID: team01 Re= viewing Team ID:	Pa= ssword:team01 Pa= ssword:
Claims
Gas Powered Diesel Powered Electric Powered<= /span> Hybrid Powered Hydrogen Powered<= /span>
Evidence <= /span>
<= o:p>

= Unit Details

Approximate Time Ne= eded

Th= is unit will take 2 weeks, 3 periods a week. Two of these periods will be 81 minutes and one will be 41 minutes.

Prerequisite Skills=

In= ternet experience

A working knowledge of the Intel Thinking Tools

Procedures <= /font>

<= font size=3D2 face=3DArial>= Identify the major causes of accidents. Explain why accidents must be avoided. <= span style=3D'font-weight:bold;mso-bidi-font-weight:normal'>

&nbs= p;

Introduct= ion: Student= s will begin the safety unit by analyzing workplace injuries. I will explain why common sense i= s the greatest tool in making an inspection and performing repairs. Students need to know how to fix = something before they try to fix it. <= /span>

Resources= : Textboo= k, safety website, overhead projector

Taxonomy<= /span>: = Investigate problems, analyze situations, m= ake decisions, apply problem solving skills

Method of assessment:= Student generated list of possib= le accidents, causes, and plan of action for prevention

Safe participation in shop activities, Written safety = test, Hands-on repair test

Safety Vi= deo: Student= s will watch a 30 minute safety video.

Resources= : Video

Taxonomy<= /span>: = Observation

Method of assessment:= Fill out worksheet during video<= o:p>

Visual Ranking Tool: St= udents will use the visual ranking tool to rank hazardous materials from most dangerous to least dangerous. The students will then collaborate with each other on why they ranked certain materials in a particular order.

Resources= : Interne= t, Intel visual ranking tool.

Taxonomy<= /span>: = Investigate problems, analyze situations, m= ake decisions, apply problem solving skills

Method of assessment:= Completed visual ranking tool and daily participation grade.

Lecture:<= /span> Student= s will participate in lecture and notes over vehicle maintenance.

Resources= : Overhead projector

Taxonomy<= /span>: