Fashion Math Practice: Price Per Wear

Naviance Holland Code Presentation – Marijana Uremovic, Career Counselor at West Leyden High School

Your big idea

Type of Activity

Read about and discuss various privacy and security articles, resulting in final assignment production

Outcomes    

1. Understand various attributes of digital privacy, including scams, passwords, privacy, and user agreements
2. Produce a Smore assignment that addresses each of this attributes learned through reading and class discussion

Materials/Supplies

Chromebooks, internet access, access to various articles and a Smore Account

Activity

• Throughout the course of the unit, the instructor will discuss privacy and security topics.  For this lesson, the students will have their choice of reading two of four possible articles:
  • Article: 7 Surprising Things Lurking in Online ‘Terms of Service’ Agreements’
  • Article: 6 Terrifying User Agreements You’ve Probably Accepted
  • Article: Four Methods to Create a Secure Password You’ll Actually Remember
  • Article: How to Create a Strong Password and Remember It 
• After students read two articles, they will be put into two discussion groups to review and discuss what they read.
• In addition to this reading and additional activities, students will eventually work on a Final SMORE Project Assignment. 
• Questions to answer. 

1. Why is it important to create strong password for your online accounts?
2. What are things to look for in online scams or phishing?
3. What are the things we should be looking for in online user agreements and Privacy agreements?

• Students will put together a Smore based on the questions above.

Evaluation

Students will be evaluated using a rubric that addresses each of the main questions.

Objectives: Students should be able to:

• Set up a lathe to perform a knurling operation.
• Successfully knurl a part using the given instructions.

Materials/Resources Needed:

• Measuring kit
• Drop punch piece 2 turned to correct diameter
• Lathe
• Knurling tool
• Knurling instructions handout
• Computer with projector

Anticipatory Set

• I will ask students what they think the purpose of a knurl is?

Discussion:

• I will start off by going through the knurling section on the metals website, including a short video and several slides, and discussing knurling and how it works. I will also show examples of good and bad knurl.
• Students will then be given a knurling sheet with instructions which they will bring to the shop to help guide me to knurling my part.

Model

• After the knurling discussion, I will bring them over to the lathes for a demonstration on knurling for their part. Students will have a set of instructions in which they will guide me through the process of knurling my tap wrench part.

Guided Practice

• If there is time at the end of the demonstration, groups can begin to set up their knurling tools to knurl tomorrow.
• On day two, students who are ready to knurl will begin to knurl their hammer handle using the lathe.

Closure

• Day 1 – We will clean up at the end of the period for approximately 6 minutes.
  • Questions to ask prior to leaving
    • Why does the diameter of the piece INCREASE after knurling?
    • Why does the blueprint call out for such a large tolerance when knurling?

• Day 2 – We will clean up the lab approximately 6 minutes before the end of class.
  • What types of issues arose when knurling and how can you fix them?

Check for Understanding

Students will be assessed based on informal observation on my part as well as the project rubric which contains a knurling section. Not all students work at the same pace so this will take place over the next couple of days as students reach and complete this step in their projects.

Independent Practice

Knurling is often used in many functional parts in manufacturing, especially in the tooling arena. If students complete the progression of metals classes, they will be knurling for various NIMS and TMA projects in the future.

Type of Activity

Research various manufacturing careers. 

Outcomes    

1. Understand the different types of manufacturing related career fields
2. Assess job outlook and type of compensation for a given field

Materials/Supplies

Chromebooks, internet access, Google Slides presentation

Activity

• Teacher will present “Careers in Manufacturing” by TMA in order to introduce various fields to all students. 
• Students will pick a product in their every day life and research how that product is made. This will lead them to a give manufacturing field to research. 
• Questions to answer. 

1. What product did you decide to research?
2. What material(s) is it made out of typically?
3. What process is used to create it? (HOW is it made?)
4. What is the title of the person who makes it? (Machinist, welder, operator, etc…)
5. How much can they make? (per hour, per year)
6. Provide a link to an online visual that shows the manufacturing process. (Picture, video (just show 1 min), etc…)

• Students will put together a short slideshow which answers these questions and highlights the process and field and then present to class a brief 1-2 minute presentation on their field/topic

Evaluation

Students will be evaluated using a rubric for their presentation. 

This activity was created as a result of the DVR reading in the content area workshop.

Culinary Tools and Equipment Activity

SUBMITTED BY:  David Weishaar

STRATEGY NAME:  Paired Tire Rotation

PURPOSE/ OBJECTIVES:  Beginning Auto students will pair up to research, perform, and document a full tire rotation on a vehicle

MATERIALS NEEDED:  Vehicle, Lift, Tools, Computer with Internet, Shopkey, Work Orders

PROCESS:  The students will pair up to complete a tire rotation.  Students will be assigned a vehicle that needs to be placed on a lift for service.  Once the students establish the vehicle’s year, make, and model they will look up proper specs and procedures.  The paired students will double check their work to make sure that every step was completed correctly.   After they successfully finish the tire rotation, students will write up work order of service and speak with the customer.

1. Students will pick partners to work out in the lab.
2. Students will be assigned a vehicle to work on..
3. Students will use Shopkey to look up proper procedures and technical specification.
4. Students will perform their tire rotation, and their partner will double check the work.
5. The students will create an invoice that outlines all the services performed on Shopkey.  They will print 3 copies:
   1. 1 copy to the customer
   2. 1 copy to the business office
   3. 1 copy records for the auto shop
6. Students will speak with customer about the work that was completed

Beginning Auto students will get real world feel and hands on experience completing a tire rotation.  Students will have a partner to work on the car with.  This lesson will develop problem-solving skills and force students to work outside their comfort zone to find solutions.  Students will also get a perspective of writing up work orders and speaking with customers.

Chapter 7
Social Responsibility and Business Ethics

Conversation Roundtable
Form groups of four students. Each student in group is given a different article about business social responsibility to read and summarize. Present summary to other three group members who take notes. Each student in group repeats process and when all four have gone, each will write an overall summary of the articles. One will share with class.

Digital Literacy Lesson

Bernas

Teacher Preparation:  Choose four articles that relate to the topic of defining Digital Literacy.  Divide the students into small groups of four.  Each student will receive a different article.

Student tasks:

• Each student in group will read one of the four articles.
• Students write/record their own notes for their article on their own section of the conversation roundtable sheet.
• Students will share out within small group the definition and components (summary) of digital literacy.
• As a whole group of four…students will formulate/create a definition of the term digital literacy.
• Groups of four will share their created definition with remainder of class.
• Class will vote on the best definition of digital literacy to use a universal definition of the term.