DOCUMENT RESUME ED '112)64 95 CE 005 202 · DOCUMENT RESUME 1 ED '112)64 95 CE 005 202. TITLE A...

DOCUMENT RESUME

1ED '112)64 95 CE 005 202

TITLE A Curriculum Guide for a Career Exploration Programin the Middle/Junior High Schools of Georgia forIndustrial Arts Education.

INSTITUTION Georgia Univ., Athens. Div. of VocationalEducation.

SPONS AGENCY Bureau of Occupational and Adult Education (DREW /OE),Washington, D.C.; Georgia State Dept. of Education,Atlanta. Lie. of Vocational Education.

REPORT NO VT-101-964PUB DATE 30 Jun 72CONTRACT OEC-0-73-6370NOTE 168p.

EDRS PRICE MF-$0.76 HC-$8.24 Plus PostageDESCRIPTORS *Career Education; Career Exploration; Career

Opportunities; Communications; Construction Industry;*Curriculum Guides; *Grade 8; *Industrial Education;Instructi- Materials; Junior High Schools;Manufacturing -try; Transportation

IDENTIFIERS- Georgia

ABSTRACTThe career exploration program in Georgia was

developed to provide adolescent youth with the knowledge andexperiences that enable themto be aware of various careeropportunities and develop tentative plans to accomplish career goals.The instructional unit consists of minicoursei in four areas relatedto industrial arts. The four occupational areas are: (1)

communication, (2) construction, (3) manufacturing, and (4)transportation. For each minicourse, objectives, learningexperiences, instructional resources, and suggested evaluations are

\ listed. PA)

*************************************44*************At**********44**Documents acquired by ERIC include many informal unpublished

* materials not available from other,sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal ** reproducibility are often encountered and this affects the quality ** of the microfiche and hardcppy reproductions ERIC makes available *.* via the ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions *supplied by EDRS are the best that can be made from the original. */

**********************************************************************

CURRICULUM GUIDE FOR A CAREER-EXPLORA

RAM IN THE MIDDLE. /JUNIOR HIGH SCHOOLS or GEORGIA

I

FOR

INDUSTRIAL ARTS EDUCATION

Prepared by Participants in an EPDA InstituteSponsored by the

Division of Vocational Education:University of Georgia

and theGeorgia State Department of Education

Atlanta, Georgia

Under the direction of:

Mr. J. Jerome Rohrbach, Jr.EPDA Doctoral FellowDivision of Vocational EducationCollege of EducationUniversity of GeorgiaAthens, Georgia

Dr. Nevin R: Frantz, Jr.Associate Professor and

Project DirectorDivision of Vocational EducationCollege of EducationUniversity of-QcsorgiaAthens, Georgia

The EPDA Institute was supported by theLeadership Services Section

-Division of Vocational Education`Georgia State Departmett of Education

Jack P. NixState Superintendent of Schools

Atlanta, Georgia

June 30, 19.72,

C v /0/ 1#4'/).

Z

.A

Preface0 4-

The mini-course outlines for the career exploration program in

Agriculture, Business, Home Economics and.Industrial Arts were de-s'

4

a

veloped by participants in an institute sponsored by the Division of

VoCational Education at the University of Georgia, from June 14 to

Suly 2, 1971.

The middle school teachers involved in the development of the

curriculum were given an opportunity to enroll in an internship program

upon completion of the institute. During the 1971-72 school year the

curriculum was implemented, field-tested and revised by the Partici-

pants in the internship program. The following participants prepared

the Industrial Arts final mini-course outlines:

Robert AlexanderBilly CampbellBill GouldingDean PierceTheodore PittmanWalter QueenRichard Runge

The Career Exploration Program was developed to provide adoles-

cent youth with knowledge and experiences that enable them to be aware of

various career opportunities and develop tentative plans to accomplish

career goals. An articulated and sequential program is needed to give

students the opportunity to accomplish career tasks according to their own

individual physical, social, and intellectual development. Students should

be given opportunities to investigate and analyze a wide range of occupa-

tional roles and work tasks with respect to their own individual

iii

characteristics, abilities, and interests. Learni' tig activities should be

designed to provide live and simulated career exploration experiences

in broad families of occupations. Specifically, the program should allow

students to accomplish these tasks, or dimensions of career development:

Understanding of Self-Characteristics: From recognition oflikes and dislikes to the development of personal character-istics appropriate for a given occupation.

Occupational Areas: From recognition of observable jobsin the community to acquiring training for and entrance intoa chosen field.

Educational Avenues: From recognition of the relationshipbetween subjectmatter and obilervable..cornrnunity jobs to, , _

intoacquiring education nechssary for entrance into a-clIpeen.field.

Educational and Vocational Decisions: From recognition offactors that influence decision-making to pursuing a`career.

Economic and Social Values of Work: From recognition ofthe economic and social contribution of parents' occupationsto the selection of an appropriate occupation and work setting.

Psychological and Sociological Meaning of Work: From ex--.pressing a positive attitude toward self, associates, andschool to purposeful involvement in work and workrelatedactivities.

Gene Bottoms and George L. O'Kelley, "Vocational Educationas a Developmental Process, " American Vocational Journal,46:21-24, March, 1971.

The career exploration program is organized to accommodate, and

be compatible with existing programs. A three-year program is suggested

for the middle/junior high school to allow students to be initially exposed

to broad career areas in the first year. The second year students would

explore careers related to industrial arts, home economics, business

and agriculture, and receive exploratory experiences in specific

4

iv

occupational families during the third year.

The first-year approach is based upon the existing "Prbgram of

Education and Career Exploratibn. "

The organization of this program would provide students with an

initial exposure to a wide range of career opportunities in the areas of

business, service, outdoors, technology, organizational and expression

of ideas. Students would select several areas and be placed in occu-

pational settings within the local community to observe or participate in

the performance of various work roles. Upon completion of the obser.

vation or participation of obgervation phase, students would return to a

class room and discuss their experiences in terms of the duties per-

formed, competencies needed, education required, and salaries earned.

As a result of these experiences, students could begin to make tentative

choices of possible career options in terms of their interests, abilities,

and self-concept.

During the second year of the program, students could select

several occupational families for further exploration that are related to

the areas of interest initially investigated during the first year. Oppor-

tunities would be provided fOr students to enroll in a series of "mini-

*courses" that would be offered during each quarter of an academic year

sis shown in Figure 1. Learning experiences of the program would

emphasize occupdtional role playing by students in a simulated work

environment. Activities such as constructing small strdctures, pre-

paring and serving food, distributing and selling a product: or land-

scaping a portion of the school campus would enable students to examine

Industrial Arts

Transportation

Communications

Construction

Manufacturing

Home Economics Agriculture

food andNutrition

Clothing andTextiles

Child andFamir

Home Manage-Ment & Health

FIGURE 1

OrnamentalHorticulture

Agri-BusinessSales andService

,,

ProductionAgriculture

NaturalResourcesManagement

II

II

I

I

II

'Suggested "Mini-Course". Offerings for an Eighth Grade Career Explorthe Middle/Junior High School Level. 7 16

ial Arts Home Economics

Food andNutrition

i._

Clothing andTextiles

Child andFamily

,Hone Manage-ment & Health

FIGURE 1

Agricu ure

OrnamentalHorticulture

Agri-BusinessSales andService

ProductionAgrieutture

NaturalResourcesManag einent

I1

I

II

4

Business andDistribution

Marketing andSales i

DataProceising

Secretarialand Clerical

Managementand Finances

ested "Mini-Course" Offerings fur an Eighth Grade Career Exploration Program atiddleaunlor High School Level. 7

vi

various work roles and acquire, manipulative skills and knowledge related

to the occupational area. The subject areas of mathematics, science,

social studies and English should be correlated with the learning activities

of the programs. Instructional teams could be formulated which would

interlock the curriculum and enable students to make application of the

concepts and principles in tangible learning situations.

The third year program would allow students to select a single

occupational area for further investigation and exploration. Occupational

families related to the instructional areas of industrial arts, home

economics, business, and agricultural education would enable students

to obtain further development of attitndes, skills and knowledge needed to

make further career decisions.

The success of the career exploration program will be dependentI !

upon the cooperation and support of the local community, school admini.

stratlon, and Provisions must be made for business leaders

in the community to participate In supervised occupational experiences.

Administrators and guidance personnel must develop flexible scheduling

systems that enable students to select and obtain experiences in broad

families of occupations. Methods should be developed that allow teachers

to plan and implement instruction on a team basis which will correlate

and interlock instructional content and learning activities.

in conclusion, the proposed career exploration program should

provide a method'Whereby all students may be exposed to a wide range

of available career opportunities. Student involvement in actual and

simulated occupational role playing may enable young people to obtain

S

vii

experiences which are wirposeiul and beneficial in selecting and planning

far a career of their choice. It is anticipated that the program will enable

young people to obtain the knowledge and experience base which will allow

them to intelligently choose a career, develop plans to attain that career

goal, and eventually function successfully in the career of their choice.

Y.

tJ

a ,Contents

Page,.Preface

Cornmu cation 1nit I. Communication Overview 2

Requirements for All Activities 2it II.' Communications 5

Introduction. 5'Unit III. Visual Communications

Drafting Occupations * 7Photography Occupations 9Printing Occupations 12

Unit rv. Audio Communications 15Radio Occupations 15Telephone Occupations 19

Unit V. Visual Communication 21Television 21Commercial/Military 22

Construction 23Unit I. Construction 24

Introduction 24Unit II. Construction Occupations 28

General Objectives 28Projected Overview, . _32.

Internalized Objectives 36Unit III. Construction Activities 37

Individual Examples of Procedures 37Simulated Activities: Group or Individual. 41

Manufacturing 44Unit I. Manufacturing 45

Introduction 45Unit U. Manufacturing 47

Specific Occupations Identification, 47Unit UI. Manufacturing. Occupations: Educational

Requirements 49Entry Requirements: Minimum Overall

Requirements ** 49Unit IV. Manufacturing Occupations: Skills

Reqpirements 51Entry Requirements 51

viii

(.0

Unit V. Progression or AdvancementPage

55Educational/Skills 55

Unit VI. Occupational Environmental Consideration. . . . 57Overview 57Setting Attributes 57

Unit VII., Occupational Choice Factors 62

Transportation 63Unit L Transportation. . . . ......... : 0, 64

Introduction 64Unit II. Transportation 66

Water, Personal & Pleasure 66Unit III. Transportation 70

Maintenance e i 70Service . . . 71

Unit IV. Transportation 73Express and Transfer 73Materials Transfer . 75

Unit V. Transportation 77Bus 77Air 78

Unit VI. Transportation 79Space 79 ,,

It

I 1

104

1

'3$ 1

14ill

141 t)1 *

klireATir)1I b jiit*l

"1

.

OBACtrIVES LEARNING EXPERIENCES

UNIT IIbtEMUNICAXION

OYEAVIEW

A. REQUIREMENTSFOR ALLACTIVITIES

,As each event orsequence of eventsis chosen by thestudent or assignedto him, the studentv 'ill n:Itintain anotebpok of his own

*design' and outlineon these activities.Included in thenotebook will be atleast the followinginformation:

1. Handouts andreference. ma -terials given himor her.-

SIT Icpumumaimox

OVERVIEW

For each grouP-,ing of _occupations,as appropriate:a. a list and briefdescription ofrepresentativeoccupations.

A. TYPE'S OF LEARNINGACTIVITIES UTILIZED

rNSTRUCTION.AiL RESOUR

UNIT LCOMMUNICATION'

airmvrew

T*PES INSTRUCTIONALyiESOIACES USED

For each objective, a relatedIZ'arning activity is suggested.Examples of such,activities in-clude:

1. Development of descriptivematerials such as charts andlists,

2. Written descriptive paper onattitudes, skills, and cognitiverequiierniints of occupations.

3.. Individtil activities such asdemorfetrations and tasks ex-posures.

4. Group and class activities."

5. Simulated experiences in oc-cupations such as work tasks,,skill-requirements, environ-mental conditions, and tech-piques of a job. .

13 -x.

For each objective, relatedinstructionall resources aresunested. / Examples of suchresources include:

BOOKS

a. Textsb. Historicalc. Encyclopediasdi Dictionarye. Reference

2. LECTURE /DEMONSTRA;TION

a. Resource peopleb. Instructorsc. Commercial public ser-

vice organizationsd. Student presentation

3. PRINTED MATERIALS

a. Manualsb. Pamphlets

-tt

14

COMMUNICATION

1010 EXPERIENCES INSTRUCTIONAL RESOURCES

:UNIT IWO/UN/CATIONOVERVIEW

s or rziimma .

*lorrtts UTILIZED

ziach objective, a relatedactivity is suggested.

4s of such activities in-

lopment of descriptiveerials such as charts and

ritten descriptive paper ons, skills, and cognitive

velment* of occupations.

ual activities such asstrations and tasks ex-

es.

coup and class activities.

ulated experiences in oc-tions such as work tasks,requirements, environ-

tal conditions, and tech-es of a' job.

UNIT-ICOMMUNICATION

OVERVIEW4

A.. T ypro OF INSTRUCTIONALRESOURCES USED

.4

For each objective, related- instructional 'resources are

suggested. Facatnples of suchresource's include:

1. BOOKS

a. Texts.b. Historical

. c: Encyclppediasd. DiOlonitrye. Reference

2. LECTURE/DEMONSTRA-TION

a. ResOurce.peopleb. Instructors,c. Commercial public ser-

vice organizationsd. Student presentation

3. PRINTED MATERIAL

a. Manuals . 14b. Pamphlets

SUGGESTED EVALUATEMS

UNIT l%COMMUNICATION

A. TYPES OF SUGGEST-EVALUA-TION

USED

For each Objective.related evaluation issuggested such as: ".

I. Charts, lists, andcollage constructed togive occupational: in-formation.

Z. Research paperjointly evaluated byinstructor and inter-lock teacher.

3. Observation of in-dividual demonstrationand presentation.

4. __Observation of teamor group demonstra-tion and presentation.

5. Evaluation by panelof peers.

COMMUNICATIONOBJECTIVES

b. a descriptionof ways technologyhas or possiblywill affect thearea of communi-cations.

discussion ofway, government,unions, or thepublic affects theoc-eupatipns.

d. a. list of ad-vantages and dis-advantage s ofrepresentativeoccupations.

e. a list of attri-butes needed by aperson enteringthe field.

f. a summary ofrepresentativesalary ranges,potential growths,and employmentoutlook.,

g. a list of, socialdemands such asspeaking engage-ments, appear-ances, accept-ances, etc.

LEARNING EXPERIENCES

6. Use of related commercialequipment, materials, andsupplies.

7. Written and oral reports asa result of research assign-

,ments.

8. Development of materials.

9. Outside assignments.

10. Field trips to occupationalareas.

11. Utilization of resource peoplerepresenting semi-skill, skill,and professional occupations.

12. Teacher and resource peoplediscussion/demonstration.

13. Role playing by the student.

15

I!

INSTRUCTIONAL RESOURCES

4. FILMSTRIPS

5. FILMS

6. FIELD TRIPS

7. Use of equivalent cornmerdal equipment, materials,and supplies.

8. RESOURCE PEOPLE

a. Teachersb. Skilled/ semi-skil edc. Professional

16

COMMUNICATIONNING EXPERIENCES INSTRUCTIONAL RESOURCES

se of related commercialipment, materials, andplies.

ritten" and oral .reports assuit of research assign-ts.

evelopment of materials.

utside assignments.

field trips to occupationals.

tilization of resource peopleesenting semi-skill, skill,professional occupations.

acheeand resource peopleus sion/demonstration.

le playing by the student.

4. FILMSTRIPS

5. FILMS

6. FIELD TRIPS

7. Use of equivalent commer-cial equipment, materials,and supplies.

8. RESOURCE PEOPLE

a. Teacher sb. Skilled/ semi- skilledc. Professional

16

SUGGESTED EVALUATIONS.

6. Written assignments:a. disCus sion que stionb. explanatory para-

graphc. resuxnd. summarye. explanatory story

7. Project or exerciseevaluated by prescribedcriteria.

8. Oral reports, com-ments, or answeringto direct question.

9. Research report.

10. Group questioning.

11. Observation of roleplaying.

12. Structured questionhandouts.

COMMUNICATIONOBJECTIVES LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

h. a descriptionof skills, educa-tional attainment,physical demands,and attitudes forsuccessful em-ployment.

The above is to beaccomplished in ad-dition to specificrequirements sug-gested later.

COMMUNICATION

NING EXPERIENCES' INSTRUCTIONAL RESOURCES I SUGGESTED EVALUATIONS

COMMUNICATION*

OBJECTIVES LEARNING EXPERIENCES

UNIT IICOMMUNICATIONS

A. INTRODUCTION

1. The student willidentify severalmajor historicaldevelopments of hisown choosing incommunications dur-ing the history ofman.

UNIT IICOMMUNICATIONS

A. INTRODUCTION

1.a. Using any of the standard

methods of producing a chart,the student will develop hisown chart noting dates, impor-tant people, and devices ofhistorical significance.

b. In cooperation with thecommunications skills teacher,the student may produce a briefdescriptive paper on the historyof communications.

19


UNIT UCOMMUNICATIONS

A. INTRODUCTION

1. BOOKS,Ow OM. IR

Ashford, 'Theodore A. FromAtoms to Stars, New York:Holt, Rinehart and Winston,Inc. , 1960.

Costain, Thomas B. The Chorof Steel, New York: Double-cTay and Co., Inc., 1960.

Fleming, J. A. Fifty Yea 2iElectricity, New York: Wire-less Press, Inc.

French, Thomas E. and CarlL. Svensen. MechanicalDrawing, McGraw-Hill, 196

Garnett, William. Heroes ofScience, New York: E. and3. B. Young and Co. , 1885.

Groneman, Chris H. Explor-ing the Industries, AlTait7Texas: Mak-9aliglin Co. ,1962.

20

- COMMUNICATION

NING EXPERIENCES INSTRUCTIONAL RESOURCES

UNITU UNIT ItMUNIcATIONS COMMUNICATIONS

TRODUCTION.

11*-sing any of the standardhods of producing a chartstudent will develop his-

chart noting dates, -impor-people, and devices ofrival significance.

ccioperation with themunications skills teacher,student may produce a briefcriptive paper on the historytortimunications

A. INTRODUCT4ON

. 13001S . .

Ashford, Theodore A. From.Atoms to Stars. New York:Holt, Rinehart and Winston,Inc., 1960.

Costain, ,,Tlioinas D. The Chorof Steel, New York: Double-day and Co., Inc. 1960.

Fleming, J. A, Fifty Years oElectricity, New York: Wire-less Press, Inc.

French, Thomas E. and CarlL. Svensen. MechanicalDrawing, McGraw-Hill, 1968.

Garnett, William. Heroes .ofScience, New York: E. and3. B. Young and Co., 1885.

Groneman, Chris H. Explor-ing the Industries, Austin,Texas: Steak-Vaughn Co.,1962.

20

SUGGESTED EVALUATIONS

-,_UNIT IICOMMUNICATIONS

A. INTRODUCTION.:

1.a. Minimum acceptable

criteria will be thatthe chart will have atleast two differentmajor developments inthree major areas ofcommunications andthat each developmentwill include a referenceto dates; people, anddevices.

b. Evaluation of thepaper will be a jointeffort between thecommunications skillteacher and the pre,-vocational teacher withcniphasI beingoplacedon content.

OBJECTIVES

fi

COMMUNICATIONLEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

611

Maddox, Marion B. and Lavon13. Smith. Elements of Amer-ican Industry, Bloomington,

Ìll. : McKnight and McKnightPub. Co., 1966.

Walker, John R. and EdwardPlevyak. Industrial ArtsDrafting, Homewood, Ill. :Goodheart-Willcox, 1964.

Wells, Robert. Messages,Men and Miles, EnglewoodCliffs, N. J.: Prentice -HallInc. , 1958.

ENCYCLOPEDIAS

Encyclopedia Americana

Encyclopaedia I3ritamiica

Newman, James R. (ed. ). TheHarper Encyclopedia ofScience. 4 vols. , New York:Harper and Row Pub. , 1963..

LE CT UR E I DEMONSTRAT ON

"Sounds of Yesterday and To-morrow. " Southern Bell Tele-phone series. 22

ti

FtNING EXPERIENCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS

C.t

COMMUNI,CATIONAN=

V

Maddox, MarionB. and LaytonB. Smith. Elements of AmericaiOndustry, Bloomington,Ill. : McKnight and McKnightPub. Co. , 1966.

Walker, John.R. and EdwardPlevyak. Industrial ArtsDrafting, Homewood, Ill. :Goodheaa-Willcox, 1964.

Wells, Robert. Messages,Men and MileiJ, EnglewoodCliffs, N. 3.: Prentice-HallInd., 1958.

ENCYCLOPEDIAS


Encyclopaedia 13ritannica

Newman, James R. (ed. ). TheHarper Easalpietia ofScience. 4 vols. , New York:.Harper and Row Pub., 1963.

LECTURE/DEMONSTRA-TION

"Sounds of Yesterday and To-morrow. " Southern Bell Tele-phone series. 23

OBJECTIVES

2. To give furtherinsight into the im-pact of communica-tions on present-dayman, the studentwill list differentsymbols, means,and ways of commun-icating striple mes-sages and will giveexamples of each.

IlL

UNIT illVISUAL

COMMUNICATIONS

rRAFTINGOCCUPATIONS

1. The student willbe able to contrastthe different occu-pational areas indrafting and other

COMMUNICATIONLEARNING EXPERIENCES

2.a. Student constructed list of

SyMbois used to convey simplemeanings. Examples could in-clude standard symbols usedin drafting, road maps, orhighway and street 'signs.

b. Individual student or groupactivity demonstrating simplemeans of communication.

UNIT IIIVISUAL

COMMUNICATIONS

A. DRAFTING OCCUPATIONS,

1. Simulated work experiencesdesigned to demonstrate skillsrequirement, environmental orworking conditions, major areasof concern, and likenesses


2, GUEST SPEAHER

This person to represent localcommunication facilities suchas the telephone company, newspaper, radio-television, orgraphic arts interests.

MISCELLANEOUS

Highway department officialroad maps and drivers manual,driver education manuals, andteachers as resources.

STUDENT

Will keep a log of televisionviewing-for one week and willreport on various means ofcommunication on the viewing.

UNIT IllVISUAL

COMMUNICATIONS

A. DRAFTING OCCUPATIONS

1. BOOKS AND REFERENCES

Bronen, Walter C. BlueprintReading for Industry, Home-wood, Ill. Goodhea.rt-Will-cox, 1972.

COMMUNICATION6,NING EXPERIENCES INSTRUCTIONAL RESOURCES'

cadent constructed list ofbols used to convey simpleflings. Examples could ine standard symbols usedrafting, road maps, orway and street signs.

dividual student or groupvity demonstrating simpleno of communication.

UNIT IIIVISUAL

MMUNICATIONS

AFTING OCCUPATIONS

ulated work experiencesned to demonstrate skillsrernent, environmental orng conditions, major areascern, an enesses

GUEST SPEAKER

This person to represent localcommunication facilities suchas the telephone company, newspaper, radio-television, orgraphic arts interests.

MISCELLANEOUS

Highway department officialroad maps and drivers manual,driver education manuals, andteachers as resources.

STUDENT

Will keep a log of televisionviewing for one week and willreport on various means ofcommunication on the viewing.

UNIT IIIVISUAL

COMMUNICATIONS

A. DRAFTING OCCUPATIONS

. BOOKS AND REF EkENCES

Bronen, Walter C. BlueprintReading for Industry, Home-wood, Ill. : Goodheart-Will-cox, 1972.


2.a. The student construct-

ed list of symbols willbe compiled with theclass to ate how manydifferent examples ofsymbols were devised.This activity may by theuse of observation givea clue as to the interestof a student or the classas a whole.

b. Individual or teamdemonstration of corn-munications symbolswill be discussed andevaluated by a prese-lected panel of peers.

UNIT IIIVISUAL

COMMUNICATIONS

A. DRAFTING OCCUPA-TIONS

1. Student will differen-tiate by briefly writing aparagraph discussing thedifference between fourdrafting occupations.

4

OBJECTIVESCOMMUNICATION


graphic industries.Representative pc-ovations might be:

a. Architecturaldraftsman.

b. Engineeringdraftsman.

c. Commercialartist.

d. Designer.

e. Salesman ofdrafting equipment

f. Computer repro-duction

between various drafting occupa-tions. This could include free-hand sketching, 'instrument draw-ing, and design techniques.Examples are:a. Architectural draftsman- -,design and draw a dream moun-tain cabin or dream house floorplan.

b. Engineering draftsman- -electrical engineering (automo-tive circuit, electrical sche-matic), civil engineering (con-tour map of local area), me-chanical engineering (gear orsiniple lever operation sketch).

c. Commercial artist--cartoonadvertisement.

d. Designer (design an adver-tisement selling a schoolactivity).

e. Salesman (design a packageof equipment and "sell" theequipment to a group of "em-ployers").

f. Computer (obtain, if possible,examples of computer drawingsand list skills).


Dictionary of Occupational,Titles IV° ls. I and H and Sup--plement). U. S. GovernmentPrinting Office.

Employment Outlook, Techni-cians, Engineering, andScience Technicians, Drafts-:Jaen. Cat. No. 12. 3:1650-Z7.Supt. of Documents, U. S.Government Printing Office.

Occupational Outlook Handbook,Cat. No. 12.3:1650.

Supt. of Documents, U. S.Government Printing Office.

FILMSTRIP

K-3, The Community SeriesCommunications Set Communi-cation: Communicating ideas,newspaper, television, radio,motion pictures, telephone,books. Communicating With-out Sound, McGraw-Hill AlliedSound-Visual Education, Mem-phis, Tennessee.

rOG

COMMUNICATION.

NING EXPERIENCES

en various dralag occupa-. This could include free-sketching, instrument draw,-

and design techniques.pies are:rchitectural draftsman--gn and draw a dream moun-cabin or dream house floor

ngineering draftsman--trical engineering (automo-circuit, electrical ache-

ic), civil engineering (con-map of local area), me-'cal engineering (gear or

pie lever operation sketch).ommercial artist--cartoonrtisement.

esigner (design an adver-ment selling a schoolvity),learrian (design a package

quipment and "sell" thepatent to a group of "ent-ers").mputer (obtain, if pos,sible,pies of computer drawings

list skills).

4.;

INSTRUCTIONAL itESOURCES SUGGESTED EVALUATIONS

Dictionary of OccupationalTitles (Vols. I and II and Sup-plement). U. S. GovernmentPrinting Office.

Employment Outlook, Techni-cians. Engineering, andScience Techn[cians, Drafts-men. Cat. No LZ, ,3:1650-27.Supt. of Documents, U. S.Government Printing Office.

Occupational Outlook Handbook,1970-71. Cat, No, 12.-3:1650.Supt. of Documents, U. S.Government Printing Office.

FILMSTRIP

K-3, The Coxnmuility SeriesCommunicftions Set Communi-cation: Communicating ideas,newspaper, television, radio,,motion pictures, telephonebooks. Communicating With-out Sou4 McGraw-Hill AlliedSound-Visual Education, Mem-phis, Tennessee.

elPt,&,,ts

He will then comment onhow he would feel aboutany one as,a careerchoice or nekiand Why.

OR

The student will demon-strate the-tisk necessaryto be a particular type ofdraftsman by sketching,drawing to scale, or com-pleting several drawings.

OR

If chosen the studentwill derdon trate thetasknecess ry to be acommercial artist ordesigner by designing asample advertisement.

OR

For example, if chosen,'the student will demon-strate his understandingof selling drafting equip-ment by preparing andpresenting a sales pack-age emphasizing prices,advantages, and disad-vantages of said equip-ment as it relates to a 00

buyer.

B. PHOTOGRAPHYOCCUPATIONS

1. The student willcontrast traits,personalities andthe different rolesof five types of pho-'tographic occupa-tions. Representa-tive occupationsmight be:

a. Portrait phi!): "tographer

b. News photogra-pher

c. Movie film in-dustry

d. Film processore. Retailer mer-:

afiS.ntsManufacturer


B. PHOTOGRAPHY OCCUPA-TIONS

1.a. Given a list of examples of

photographic careers or jobs,the student will select fromthese or suggest his own choiceof several occupations of whichfive types will be consideredas representative. On thischoice, the student will dif-ferentiate between the duties

a_c!i, the hazards of each,the benefits-ofeach, and how,he feels he would-react-to-bne'or more of the possible careerchoice's.

b. One or several class mem-bers will research and reporton a specific job found in pho-tography. The student(s) willdemonstrate traits of this joband discuss related informa-tion before the class.



Employment Outrook, Photog-raphers, Photographic Labo-ratory Occupations. Cat. No.L2.3:1650-40, Supt. of-Dor-u-ments, U. S. GovernmentPrinting Office.

LaCour, Marshall and Irvin T.Lathrop. Photo Technology,Chicago: American Techni-cal Society, 1969.

Ma r ina c Cio, Anthony. Explor -ing the Graphic Arts. VanNostrand, 1959.

Pollack, Peter. Picture His-tory of Photography. H.Abrams, 1958.

Turnbull., A. T. Graphics ofCommunication. Holt, 1968.

RESOURCE PERSONA news photographer, club

member of a local or schoolphotographers club, schoolnewspaper sponsor, or localretail merchant.

COMMUNICATIONNING EXPERIENCES

OTOGRAPHY OCCUPA-

iven a list of examples oftographic careers or jobs,student will select frome or suggest his own choiceeveral occupations of whichtypes will be consideredepresentative. On thisce, the student will dif-ntiate between the dutiesach, the hazards of each,benefits of each, and howeels he would react to oneore of the possible .career

ces.

ne or several class mem-will research and reportspecific job found in pho-

aphy. The student(s) willonstrate traits of this jobdiscuss related informa-before the class.

INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS



Employment Outlook, Photog-raphers, Photographic Labo-ratory Occupations. Cat. No.L2.3:1650-40, Supt. of Docu-ments, U. S. GovernmentPrinting Office.

LaCour, Marshall and Irvin T.Lathrop. Photo Technology,Chicago: American Techni-cal Society, 1969.

Marinaccio, Anthony. Explor-im.the Graphic Arts. VanNostrand, 1959.

Pollack, Peter. Picture His-tory of Photography. H.Abrams, 1958.

Turnbull, A.. T. Graphics ofCon4munication. Holt, 1968.

RESOURCE PERSONA news photographer, club

member of a local or schoolphotographers club, schoolnewspaper sponsor, or localretail merchant.

B. PHOTOGRAPHY OC,.,C UPA TIONS

1.a. The student will by

writing a brief sampleresume for an

jobimagi-

nary ob of his choicecontrast traits, per-sonalities and differentroles of this job to fourother photographic occupations. He willalso include a briefsummary of how hewould react to one ormore of these jobs asa possible careerchoice.

b. Observation of thestudent(s) demonstra-tion and discussion ofa specific job found inphotography. Emphasiswill be placed onspecifics of content.

COMMUNICATION

OBJECTIVES LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

G. The student willdemonstrate and per-'form the task nec-essary-to be a pho-tographer by taking,developing, and print -ang,picture s.

. The student willexplore the occupa-tional possibilities ofa film producer.Script writing, plan-ning, taking, and pro-dhcing a film will beemphasized.

2. The simulated learning ex-perience will consist of foursequences: these being first,planning required for subjectchoice and taking of .pictures;second, obtaining, insights intothe skills required of develop-ing by actual developing the filmor of visiting a print stop; third,printing the picture from thefilm or visiting a print shop; and,fourth, giving a written or oralreport on his attitudestowardsthe job requirements of theabove areas.

3.a. Using the picture developed,

write an explanatory story aboutthe picture (interlock with Eng-lish instructor).

b. Develop a slide film presen-tation with a script that couldbe taped on conventional taperecorder.


Better Homes and Gaidens,Photography for Your,F am ily.New York: Meredith Press,1964.

Kodak instructional sheet pack-aged with film.

Kodak has several publicationson various subjects of interestthat can be obtained at retailand photographic suppliers.

McCoy, Robert A. PracticalPhotography'. Bloomington,Ill.: McKnight and McKnightPub. Co. , 1959.

RESOURCES

Camera and equipment asavailable and appropriate.


(Same as 2 above. )

RESOURCES

Cameras, video equipment,and other equipment as avail-able and appropriate. 14

COMMUNICATION

KNING EXPERIENCESYE.


le simulated learning ex-oce will consist of fournoes: these being first,ng required for subject

e and taking of pictures;d, obtaining insights intons required of develop-,actual developing the filmvisiting a print shop; third,ng the picture from the

visiting a print shop; and,, giving a written or oralt on his attitude towardsb requirements of theareas.

4.

mg the picture developed,e an explanatory story abouicture (interlock with Eng-instructor).velop a slide film presen-n with a script that couldped on conventional taperder.

2, BOOKS AND REFERENCES

Better Homes and Gardens,Photography for Your Family.New York: Meredith Press,1964.

Kodak instructional sheet pack-aged with film.

Kodak has several publicationson various subjects of interestthat can be obtained at retailand photographic suppliers.

McCoy, Robert A. PracticalPhotography. Bloomington,

McKnight and McKnight.Pub. Co. , 1959.

RESOURCES

Camera: and equipment asAvailable and appropriate.


(Same as 2 above. )

RESOURCES

Cameras, video equipment,and other equipment as avail-:able and appropriate. Ni


2. The student will take,develop, and print apicture to show that hehas been exposed tothese different occupa-tional areas of a pho-tographer.

OR

Based upon aa print shop, thestudentwill bepaquired to give

Allen or oral reporton his attitude j.towardethe job requirements.

3.a. The explanatory story

will be jointly evaluatedas to coo:tent by the Eng-lish instructor and thepre-vocational teacher.

b. The slide, film, ortape presentation and 0-c-;

script will be evaluated

OBJECTIVES

Emphasis also will beplaced on the role ofadvertising.

4.' Given a camera touse,- the student willexperience the dutiesof a news photogra-pher.

5. The student will beexposed to the role ofsales opportunitiesin photography.


. produce a script for the pro-duction of a super 8 three tofive minute film selling aproduct.

d. Use of video tape equipmentand the production of a three tofive minute sales film.

4. The student will cover some 4.. BOOKS AND REFERENCESevent such av a ballgarne, dedi-cation, construction job, etc. (Same as 2 above. )and make a sequence of picturessuitable for a news report. Abrief written account of theevents should, be attached.'

5.a. The student after class will

visit and report on opportuni-ties, skills, and it.-;wardslaied to'photographic sales asfound in local camera shop,individual photographer'sstudio, or loc..0.1 newspapernew sr oom.

RESOURCES

(Same as 2 before. )

RESOURCE PERSON

Local news photographer tohold a discussion and demon-stration.



RESOURCES

Field trip to local sales or-ganizations in the community.

Have local photographer orretail camera shop personnelgive a lecture/demonstration.

COMMUNICATION

INSTRUCTIONAL RESOURCESIARNING EXPERIENCES

Produce a script for the pro-ction of a super 8 three toe minute film selling aoduct.Use of video tape equipmentd the production of a three toe minute sales filrn,

he student will cover somet such as, a ballgame, dedi-

on, construction job, etc.make a sequence of picturesble for a news report. A

f written account of theis should be attached.

The student after class willit and report on opportuni-a, skills, and rewards re-ed to photographic sales asnd in local camera shop,ividual photographer'sdio, or local newspapersroom.


(Same as 2 above. )

RESOURCES


RESOURCE PERSON

Local news photographer tohold a discussion and demon-stration.



RESOURCES

Field trip to local sales or-ganizations in the community.

Have local photographer orretail camera shop personnelgive a lecture/demonstration.

SUGGESTED EVALUATIONE

by a pre-selected groupof peers from the classroom.

4. The student will giveto the class a brief ac-count of the experienceshe has gained as per-forming the duties of anews photographer.

ORThe pictures will be

evaluated on the subjectpresented and the bestones could be used inthe local or school news-paper.

5.a. The student will de-

sign a collage depict-ing the role of salesand advertising inphotography.

'707f46.:4car

OBJECTIVES

PRINTING OCCU-PATIONS

1. The student will beable to illustratetraits, per sonalities,and contrasting rolesof five (5) types ofprinting occupations.These could includethe following:

(1) Photo-offset (lay-out and Composition,photographic process,flat stripping, platemaking, offset print-ing press man).

(2) Silkscreen occu-pations.

(3) Dry processprinting (printing,Zerox).

(4) Chemical pro-cess (blue printing,ditto). 33

COMMUNICATION

LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

b. The student will research theinformation related to a pieceof photographic equipment andwill demonstrate by usinganother student techniques usedin selling of photographic equip-ment.

C. PRINTING OCCUPATIONS

1.a. The student will, research and

compare five of the printingoccupations and evaluate theadvantages and disadvantagesof these using worker traits,personalities, and contrastingroles as support data.

C. PRINTING OCCUPATIONS

L. BOOKS AND REFERENCES

Dictionary of OccupationalTitles (Vole. I and U and Sup-plement). U. S. GovernmentPrinting Office.

Hague, C. W. Printing andAllied Graphic 4rts. Bruce,1965.

Heller, Jules. PrintmakingToday. Holt, 1958.

"Printing" Employment Outlook,Printing Occupations, Compos

Room Occupation.s., Photo-engravers, Electrotyper,and Sterotypers, PrIntgPressmen and Assistants,Lithographic Occupations,-Bookbinders and RelatedWorkers, CatNo. 12.3:

41

kiNING EXPERIENCESCOMMUNICATION


he student will research theorrnation related to a piecephotographic equipment and1 demonotrate by usingther student techniques usedselling of photographic equip-nt,

OCCUPATIONS

he student will research andpare five of the printing

upations and evaluate theantages and disadvantages

these using worker traits,sonalities, and contrastinges as support data.

C. PRINTING OCCUPATIONS0

. BOOKS AND REFERENCES

Dictionary of OccupationalTitles (Vols. I and II and Sup--.plement). U. S. GovernmentPrinting Office.

Hague, C. W. Priiatijai andAllied Graphic Arts. Bruce,1965.

Heller, Jules. PrintmakingToday. Holt, 1958.

"Printing" Eployment Outlook,Printing Occupations, Cornpos

R00111 Occupations, Photo.engravers, Electrotyper s,and Sterotypers, Printingpressmen and Assistants,Lithographic Occupatijons,tl oAbinders and RelatedWorkers: Cat. No. 12. 3:

SUGGESTED EVALUATION!

b. The student willdemonstrate by usinganother stridentniques used in sellingphotographic equip-ment.

C. PRINTING OCCUPA-TIONS

1.a. As indicated by the

student aitivity, thewritten research reportwill be evaluated as in-structed, This sum-mary should show con-trast of advantages anddisadvantages and in-.elude references tosalary and educationrequirements and work-ing conditions. Thequestion could be askedto give an answer towhy or why not a par-ticular career choicein printing.

OBJECTIVES

(5) Printing sales-.man (ex. : selling adsto/newspapers).

(6) Maintenance andrepair.

(7) Letterpress.

,s0 COMMUNICATION


b. Field trip to local newspaper,independent printing shop, andother local printing 'Occupationsrepresented.


2. The student will beexPosed to variousoccupational skillsand become a_equaint-

ed with some of thecharacteristics ofprinting occupations..

2. Simulated work activitiescould include designing a dummyfor offset printing, printing of alinoleum block print, usage ofrubber stamp, usage of silkscreen process, and printing ofan article written and composedby students.

1650-101, Supt. of Documents,U. S. Government PrintingOffice.

Steinberg, S. H. Five HundredYears of Printing (paper),Penguin Books, 1961.

RESOURCE PEOPLE

People in the occupationslisted or related to give a dem-onstration when possible of jobskills and to discuss their roleon their job.

2. 1300KS

Cogoli, 3. E. Photo OffsetFundamentals,731oomington,Iii. t McKnight & McKnightPub. Co, 1967.

Eisenberg, James and Francis3. Kafka. Silk Screen Print-

Bloomington, Ill. : Mc-Knight & McKnight Pub. Co. ,1957.

Kafka, Francis J. LinoeurnBlock Printing, Bloomington,Ill. : McKnight &. McKnightPub. Co. , 1955.

COMMUNICATION;ARM:NG EXPERIENCES

Field trip to local newspaper,dependent printing shop, and

tiler local printing occupationsepresented.

I

Simulated work activitiesad include designing a dummyoffset printing, printing of a

pleum block print, usage ofber stamp, usage of silkeen process, and printing of'article written and composedstudents.


1650-101, Supt. of Documents,U. S. Government PrintingOffice.

Steinberg, S. N. Five hundredYears of Printing (paper),Penguin Books; 1961.

RESOURCE PEOPLE

People in the occupations_listed or related to give a dem-onstration when possible of jobskills and to discuss their roleon their job.

2. BOOKS

Cogoli, 3. E. Photo OffsetFundamentals, Bloomington,Ill. : McKnight & McKnightPub. Co. , 1967.

Eisenberg, James and FrancisJ. Kafka. Silk Screen Print-

j, Bloomington, ill.: Mc-Knight & McKnight Pub. Co. ,1957.

Kafka, Francis J. LinoeumBlock Printiti.g, Bloomington,Ill. : McKnight & McKnightPUb. Co. , 1955.


b. Group discussion onfield trip as to the prosand ...was of a career inprinting. Possiblyduring field trip slidescould be taken and these,

slides could be used tostimulate a group orpanel discussion oncareers In printing.

2-. The student will makea silk screen print todemonstrate his knowl-edge of occupations foundin-the silk screen in-dustry.

OR

A ope -page- report onone of the occupationsin silk screening indus-try will be written bythe student to show his.knowledge of a specificoccupation. (i. e.educational requirements,

(,)

OBJEcyrvzt.COMMUNICATION

LEARNING EXPER/ENCES

Given a list of anumber of itemswhich are job printeddaily (letterheads,advertising, circu-lars, etc. ), thestudent should be able.to list five (5) edu-cational qualities aprintehop owner musthave.

.INSTRUCTIONAL RESOURCES

3. Students will plan and designfive different examples of print-ing jobs that a print shop ownermight have to produce.

Kagy, Fred D. Graphic Arts,Homewood, Ill.: Goodheart-Willcox, 1970.

Shokler, Harry. Artist's Man-ual for Silk Screen Printmak-

2 'Tudor, 1960.

MISCELLANEOUS

Obtain used photo offset platesfrom printing concern and ex-plain offset processing.

3. BOOKS

Cleeton, G. U. General Print-Bloomington, Ill.

Knight & McKnight Pub. Co. ,1963.

Latimer, H. C. AdvertisingProduction planning and CopyPreparation for Offset Print-iLffe, Art Directions, 1965.

478

COMMUNICATION

ARNING EXPERIENCESOa*


tudents will plan and designdifferent examples of print-s be that a print shop ownert have to produce.

Kagy, Fred D. Graphic Arts,Homewood, Ill. Goodheart-Willcox, 1970.

Shokler, Harry. Artist's Man-ual for Silk Screen Printmak-ing, Tudor, 1960.

MISCELLANEOUS

Obtain used photo offset platesfrom printing concern and ex-plain offset processing.

3. BOOKS

Cleeton, G. U. General Print-121 k Bloomington, Ill. : Mc-Knight & McKnight Pub. Co. ,1963.

Latimer, H. C. AdvertisingProduction Planning and CopyPreparation for Offset Print-Lig, Art Directions, 1965.

SUGGESTED EVALUATION$

work setting, salaries,potential, etc. ).

ORThe student will make

one form of dry printreproduction to demon-strate his understandingof the occupations foundin this area of graphics.

ORThe student will write

a two-page report inreference to an interviewwith either a salesmanor repairman connectedwith the graphics indus-try.

3. Produce a collageshowing five differentexamples of printingjobs. Evaluation of de-sign and originality tobe done by a panel ofstudent "experts. "

OBJECTIVES

4. The student willcompare at least, two(2) printing occupa-tions as to the ad-vantages and disad-vantages of workingin them as perceivedby him.

UNIT IVAUDIO

COMMUNICATIONS

. RADIO OCCUPA-TIONS

1. The student will beable to evaluate occu-pational opportunitiesin the broadcastingindustry. Represen-tative occupationsmight be:

(1) Engineer.(2) Announcer.(3) Technician.(4) Programmer.

. COMMUNICATIONLEARNING EXPERIENCES

4. Based on the learning activi-ties preceding, the etude& willprepare a written or oral reporton the advantages and disadvan-tages of two printing occupationsas viewed by him.

UNIT WAUDIO

COMMUNICATIONS

A. RADIO OCCUPATIONS

1.a. Using role playing techniques,

a simulated 30-minute pro-gramming sequence will bedeveloped to emphasize occu-pations used in the develop-ment of a radio program. Thiswill include programming,newscasting, technical andrelated supportive staff.

...-.41111111.1111.1.C.


.4. BOOKS

Hello Jules. PrintmakingToday, Holt, 1958.

Turnbull, A. T. Graphics ofCommunication, Holt, 1968.

UNIT IVAUDIO

COMMUNICATIONS


1.a. BOOKS

American Radio Relay League,The Radio Amateur's Hand-book, West Hartford, Conn.April, 1961.

AM-FM Broadcast Mainte-nance (20068). Indianapolis,Ind. : Howard W. Sams & Co.Inc.

AM-FM Broadcast Operations,(40066). Indianapolis, hid. :Howard W. Sams & Co. , Inc.

COMMUNICATIONRNING EXPERIENCES

Based on the learning activi-preceding, the udent willare a written or oral report

he advantages and diadvan-a two printing occupationsiel.v'ed by him.

UNIT IVAUDIO

OMMUNICATIONS

ADIO OCCUPATIONS

Using role playing techniques,mulated 30-minute pro-

amming sequence,will beeloped to emphasize ocsu-

t ons used in the develop-nt of a radio progranu This

include programming,scasting, technical and

lated supportive staff.

INSTRUCTIONAL RSOURCES

4. ,BOOKS

Heller, Jules. PrintmakingToday, Holt, 1958.

Turnbull, A. T. Graphics ofCommunication. Holt, 1968.

UNIT IVAUDIO

COMMUNICATIONS


1.a. BOOKS

American Radio Relay League,The Radio Amateur's Hand-book, West Hartford, Conn. ,April, 1961.

AM-FM Broadcast Iviainte-nance (20068). Iiiianapolis,Id,: Howard WPlanis & Co.Inc.

AM-FM Broadcast Operations(20066). Indianapolis, hid.Howard W. Sams & Co., Inc.

4

SUGGESTED EVALUATION

4. The written.or oralreport will be evaluatedso as to give insightsinto how the studentfeels about occupationsin printing.

UNIT IVAUDIO

COMMUNICATIONS

RADIO OCCUPATIONS

1.a. Observation of role

playing criteria maybe determining ifnoise level of activityis of a constructiveor disruptive nature,if the que.r.,...J askedare sincere or to wastetime, and if the generalattitude of the group isthat of a learningnature.

..

COMMUNICATION


. The student will list a five-year projection of opportuni-ties in the broadcasting fields.

"Special study guide, }announcer;operator, radio - telephonegird class operator permitwith broadcast endorsement.1969. " Cat: No. CC1. 7/4:R11/969, Supt. of Documenti,Washington, D. C.

Steinberg, William F. and Wal-tr B. Ford. Electricity &Electronics, Chicago: Ameri-can Technical. Society.

RESOURCE PERSON

Local radio engineer, tech-nician, announcer, or pro-grammer.

b. BOOKS

Employment_Outlook Radio &TV Broadcasting, Announcer,Technicians. Cat. No. L2.3:1650-120, Supt. of Documents,Washington, D. C.

Industry Wage Survey, Corn--munications, 1968. Cat: No.L2.3:1662; Supt. of Docu-ments, Washington, D. C. ti

*COMMUNICATION

RIMING EXPERIENCES INSTRUCTIONAL RESOURCES'

he student will list, a five-r projection of opportuni-

s in the broadcasting fields.

"Special study guide, announceroperator, radio-telephonethird class operator permitwith broadcast endorsement.1969." Cat. No. CC1. 714:R11/969, Supt. of Documents,Washington, D. C.

Steinberg, William F. and Wal-ter B. Ford. Electricity &Electronics, Chicago: Ameri-can Technical Society.

RESOURCE PERSON

Local radio engineer, tech-nician, announcer, or pro-grammer.

b. BOOKS

Employment Outlook Radio &TV Broadcasting, Announcer,Technicians. "Cat. No. L2.3:1650-120, Supt. of Documents,Washington, D. C.

Industry Wage Survey, Corn-.municatiOns,---1968. Cat. No.L2.3:1662, Supt. of Docu-,ments, Washington, D. C.

I 42

SUG gTED EVALUATIONS

b. Have student writea. brief answer to thequestion, "Is there anynoticeable trends re-lated to occupationalopportunities sin thebroadcast field for thenear futtire and why or.why not would you beinterested in such acareer?"

$

COMMUNICATIONOB3ECTIVES

Z. Given a list of jobsin broadcasting, thestudent should be ableto write the majorduties of each.

3. The student will beable to evaluate theoccupational advan-tages and disad-vantage's of the salesand service'asPectof the broadcast in-dustry.

LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES I

11

Z. List the jobs available at aradio station and the studentwill match them to a list ofduties and responsibilities re-quired.

3.a. Produce, direct, and stage

a simulated one - minute com-mercial pertaining to sales orservicing of communicationequipment. The script to beinterlocked with English classinvolvement.

43

Z. BOOKS

Dictionary of OccupationalTitles (Vols. I, II, and Sup-plement). Supt. of Documents'Washington, D. C.

Kaufman, Milton. Radio .222-rator's License Q & A Manual,N. Y.: John F. Reder Pub. ,Inc., 1961.

,,-

w-F-14.L.D TRIP

Local radio station, marineoperator, air controller, orpolice communications center.

3.a. RESOURCE PERSON

Wholesaler of electricity-electronic equipment or radioprogrammer, director, orannouncer.

4

COMMUNICATIONARNING EXPERIENCES

List the jobs available at "aio station and the studentI match them to a list ofes and responsibilities re-

,red.

Produce, direct, and stageimulated one-minute corn-rcial pertaining to sales or

rvicing of communicationuipment. The script to heerlocked with English classolvement.


2. BOOKS

Dictionary of OccupationalTitles (Vols. I, II, and St_le-plernent). Supt. of DocumentsWashington, D. C.

Kauf tr67-1: Radio as-rgOr's License 0 & A Manual,kaim..wkN. : John E. Reder Pub.,Inc., 1961.

FIELD TRIP

Local radio station, marineoperator; air controller, orpolice communications center.

3.a. RESOURCE PERSON

Wholesaler of electricity-electronic equipment or radio,programmer, director, orannouncer.

SUGGESTED EVALUATIONE

2. The list produced bythe student will be view-ed to see if duties andresponsibilities arelisted and if any interestpatterns are developing.

3.a. The student will take

the topic of sales orservice in the broad-cast and will present abrief written or oralpresentation-on someadvantages or disad-vantages of these c)1.-cupational aspects.

ORThe clas s will rate

as to will or will notbuy or use the com-mercial services and wk.!

C OMMUNIt.AJION

b. After school hours, visit asales/repair store or duringclass have a sales /repairrepresentative come to discusshis occupation.

:45

INSTRUCTIONAL EESOURCES

b. BOOXS

Employment Outlook TV & Rad-io Service Technician. Cat.No. 1.2.3:1650-89. Supt, ofDocuments, Washington, D. C.

Rice, Edward F. Radio Sr-vice Training Mar= Indi-anapolis, Ind. Howard W.Same & Co. , Inc.

Sams Editorial Staff, Color TVTraining Manual. Indianapo-lie, Ind. : Howard W. SamsCo. , Inc.

RESOURCE PERSON

Sales / service occupations,radio service rnarzn, or instruc-tor from local area vocationaltechnical school.

t 46

C OMMUNICATION

ARNING EXPERIENCESH


After school hours, visit ales/repair store or duringss have a sales/repair

eeentative come to discussoccupation.

b. BOOKS

Employment Outlook TV & Rad-io Service Technician. Cat.No. L2.3:1650-89. Supt. ofDocuments, Washington, D. C.

Rice, Edward F. Radio Ser-vice Training Manual. Indi-anapolis, Id.: Howard W.Sams & Co. , Inc.

Sams Editorial Staff, Color TVTraining Manual. Indianapo-lie, Id.: Howard W. SamsCo. , Inc.

RESOURCE PERSON

Sales/ service occupations,radio service man, or instruc-tor from local area vocationaltechnical school. - 46

SUGGESTED EVALUA TIOM.

ORQuestion and answer

period during or afterresource person'spresentation. Questionsin part directed by theteacher.

b. Have-panel of studentresearch and discussthe skill, educatibnal,and environmental re-quirement of an occu-pation in sales or re-pair.

00

COMMUNICATION

OBSECTIVES LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

TELEPHONEOCCUPATIONS

The student willcontrast the roles,traits, and char-acteristics of five(5) different occu-pations found in thetelephone industry.

B. TELEPHONE OCCUPATIONS

1. Lecture/Demonstration:"Communications: Prologue

to Tomorrow)" from SouthernBell Telephone Business Office.

Field Trip:Guided building tour of local

telephone company.

Compile a chart of five occu-pations accompanied by pic-tures and description (indivi-dual or group planning).

B. TELEPHONE OCCUPATIONS

BOOKS

Dictionary of Occupational-Titles (Volumes I & II andSupplement). Supt. of D6.cu-merits, Washington, D. C.

"Telephone industry, centraloffice craftsman, centraloffice equipment instaile?s,lineman and cable splicers,telephone and PBX installersand repairmen. Cat. No:L2.31650-122. Supt. ofDocuments, 'Washington, D. C.

"Telephone operators, " Cat.No. L. 3165M5. Supt. ofDocuments, 'Washington, 1SC.

FILM

"The town and the Telephone"from Southern Bell TelephoneBusiness Office.

RESOURCE PERSONLocal telephone business off-

ice representative.

COMMUNICATION

LRNING EXPERIENCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS

ELEPHONE OCCUPATIONS B. TELEPHONE OCCUPATIONS

;ecture/Demonstra.tion:Communications PrologueTomorrow" from Southern1 Telephone Business Office.

ield Trip:uided building tour of localephone company.

lompile a chart of five Ocett7ions accompanied by pie-es and description (indivi-1 or group planning).

I. BOOKS

Dictionary of OccupationalTitles (Volumes I & 1.1 andSupplement). Supt. of Docu-ments, Washington, D. C.

.."Telephone industry, centraloffice craftsman, centraloffice equipment installers,lineman and cable splicers,telephone and PBX installersand repairmen." Cat. No.

3:1650-1.22. Supt. ofDocuments, Washington, D.

"Telephone operators." Cat.No. 31650-55. Supt. ofDocuments, Washington, DC.

"The town and the Telephone"from Southern Bell TelephoneBusiness Office,

RESOURCE PERSONLocal telephone business off-

ice representative.

B. TELEPHONE °CCU,-PATIONS

Panel discussion offilm or resource per-SO11.

OR-Require individual

written report on fiveoccupations found inthe telephone industry.

S

ORIf slides taken on field

frip, structure directquestion, and answerperiod during review,viewing.

OBJECTIVES

The student willengage in a leacherdesigned simulatedlearning activity toacquaint himself tosome of the charac-teristics of the oc-cupational oppor-tunities of the tele-phone industry.Representativeoccupations may in-elude:(1) operator.(2) repairman-in-

staller.(3) maintenance.(4) planning-de-signing-resezirch.(5) lineman.

COMMUNICATIONLEARNING EXPERIENCES

2.(I) Simulated learning activi-ties such as stretching a wirebetween two tin cans to make atelephone; simulate an operator(telephone or radio-telephone)on to a. tape record6r and playback looking for parts of theconversation for precision,clearness, accuracy, friendli-ness, and helpfulness; usingtelephone equipment obtainedfrom local telephone company,practice procedures used intaking incoming calls, takingorders for services, or plac-ing an-order for specific'partsover the phone.(2) Using instruments obtain-ed from local telephone com-pany, these being linemantools, construct a simplecircuit using these tools.(3) Have a local lineman dem-onstrate and talk about hiswork.(4)' Have a local plant engineertalk about his job requirements..(5) Bring in a receptionist andhave her discuss her duties andmeans of communicating.


2. RESOURCE PERSON

(1) Telephone installer/ re-pairman.(2) Telephone local test andtoll test man.(3) Telephone engineer.(4) Receptionist.

COMMUNICATION!R14ING EXPERIENCES INSTRUCTIONAL RESOURCES

2. RESOURCE-PERSON) Simulated learning activi-

such as stretching a wiretween two tin cans to make aephone; simulate an operatorlephone or radio-telephone)to a tape recorder and play

ck looking for parts of thenvereation for precision,arness, accuracy, friendli-

ss, and helpfulness; usingephone equipment obtainedm local telephone company,ctice procedures used ining incoming calls, takingers for services, or plac-an order for specific partsr the phone.Using instruments obtain-

from local telephone corn-y, these being linemanis, construct a simplecult using these tools.Have a local lineman dem-

trate and talk about hisk.Have a local plant engineerabout his job requirements.Bring in a receptionist and

e her discuss her duties andns of communicating.

(1) Telephone installer/ re-pairan.(2 K,..Tsits.elephone local test andtoll te man.(3) Telephone engineer.(4) Receptionist.


2. Using resource ma-terial accumulated,the student will list oneoccupation of choiceand give examples ofthe following occupa-tional requirements asto(1) clothes or uniforms.(2) hand tools needed.(3) equipment used.(4). personal appearance.(5) physical require-ments.(6) educational require-ments.(7) skill requirements.

OBJECTIVES

UNIT VVISUAL

COMMUNICATION

A. /TELEVISION

1. The student willbe able to evaluatethe advantages andrequirements ofvarious occupationsfound in the televisionindustries.

Representativeoccupations might be:(1) broadcaster.i2) engineer.(3) technician.(4) cameraman.(5) stage director.


UNIT VVISUAL

COMMUNICATION

A. TELEVISION

1.a. The students will research

the major jobs associated inthe production of a five minutenews telecast with emphasison equipment and skills re-quired.

b. The students will produce,direct, and stage a mock-upof a newscast using construct-ed or simulated equipment.

UNIT VVISUAL

COMMUNICATION.

A. TELEVISION

1. BOOKS & REFERENCES

"Educational Television theNext Ten Year, 1962. " Cat.No. F. 234:34036. Supt. ofDocuments, Washington, DC.

""Employment Outlook: Radio& Television Broadcasting,Radio & Television Announ-cers, Broadcast Technicians.Cat. No, L2. 3:1650-120.Supt. of Documents, Washing-ton, D. C.

"Instructional Television Fa-cilities, A Planning Guide,1969. " Cat. No. 14E5. 234:34043. Supt. of Documents,Washington, D. C.

"Television and Radio ServiceTechnicians. " Cat. No. L2. 31650-89. Supt. of Docu-ments, Washington, D. C.

Ms, MUNICATIONNING EXPERIENCES

UNIT VVISUAL

MMUNICATION

41/-1Spl\I

he students will researchmajor jobs associated inproduction, of a five minutes telecast with emphasisquipment and skills re-ed.

he students will produce,ct, and stage a mock-upnewscast using construct-r simulated equipment.


UNIT VVISUAL

COMMUNICATION

A. TELEVISION

1. BOOIS et REFERENCES

"Educational Television theNext Ten Year, 1962. " Cat.No. F. 234:34036; Supt. ofDocuments,- Washington, DC.

"Employment Outlook: Radio& Television Broadcasting,Radio et Television Announ-cers, Broadcast Technicians.Cat. Nu. L2.3:1650-i20.Supt. of Documents, Washing-ton, D. C.

"Instructional Television Fa-cilities, A Planning Guide,199." Cat. No. HE5. 234:34043. Sept. of Documents,Washington, D. C.

"Television and Radio ServiceTechnicians. Cat. Nu. L.. 31650-89. Supt. of Docu-ments, Washington, D. C.


UNIT VVISUAL

COMMUNICATION

A. TELEVISION

1.a. The student will

provide a support dath,sheet containing threeto five major jobslisted with the skillsand educational re-quirements of eachand some advantagesor disadvantages ofeach occurk_lt_i.ou.

b. Group discussion asto the likes and dis-likes of producing, di-recting, and stagingof a news cast. Direct-ed questions as to theadvantages and disa&rvantages of occupa=-tions and whWW1-1ynot you would like todo this type of work.

OBJECTIVESCOMMUNICATION


B. COMMERCIAL/MILITARY

I. The student will beable to evaluate theadvantages and dis-advantages of somespecialized occupa-tions such as com-mercial or militaryradar operator, orcommercial or mil-itary sonar operator.


1.(1) Visit to loCal military in-

stallation or have local militaryor reserve personnel visit andgive a talk/demonstration oncommunications used.

(2) Visit to local commercialweather, airline, or seaportfacility to see ongoing jobopportunities.

(3) Research commercial usesof radar and sonar in such fieldsas navigation, fishing, andguidance systems.

(4) Visit local Area VocationalTechnical School or have rep-resentatives discuss the ser-vice aspect in such work.

"Television in Medical Teach-ing and Research, 1966.Cat. No. FS5.23434040.Supt. of Documents, Washing-ton, D. C.


l. Boo Ks

"Federal Plan for Weather Ra-dars and Remote Displays,1969." Cat. No. C52-. 2:W37/2/969-73. Supt. of Docu-ments, Washington, D. C.

"Introduction to Sonar. Rev.1968. " Cat. No. D208. 11:SO 5/2/968. Sept. of Docu-ments, Washington, D. Cs

RESOURCE PERSON

Military operator, govern-'merit (federal or local) opera-tor, and local instructor orteacher of subject.

COMMUNICATION;ARNIM EXPERIENCES INSTRUCTIONAL RESOURCES

"Television. in Medical Teach-ing and Research, 1966."Cat. No. FS5. 234:34040.Supt. of Documents, Washing-ton, D.C.

O1vi.MER CIAL/MILITARY B. COMMERCIAL/MI TARY

1. BOOKS) Visit to local military in-llation or have local militaryreserve personnel visit and

a talk/demonstration onmunications used.

) Visit to local commercialthey, airline, or seaportlity to see ongoing jobrtunities.

) Research commercial usesadar and sonar in such fieldsavigation, fishing, andance systems.

). Visit local Area Vocationahnical School or have rep-ntatives discuss the ser-aspect in Otich work.

"Federal Plan for Weather Ra-dar& and Remote Displays, .

1969. " Cat. No. C52. 2:W37/2/969-73. Supt. of Docu-ments-,Washington, D. C.

"Introduction to Sonar. Rev.1968. " Cat. No. D208. 11:SO 5/2/968. Supt. of Docu-ments, Washington, D. C.

RESOURCE PERSON

Military operator, govern-ment (federal or local) opera-tor, and local instructor orteacher of subject.

1

S(GGESTED EVALUATIONS


1. 13efore the field trip,develop and pass outspecific questions to beanswered by studentsduring field trip experience.

101t

During resourceperson' s pre sentationhave specific questions`handed out So thatanswers may be gottenby the students can re-lated questions per-taining to the occupa-tions discussed.

earLJ

-lk

UNIT I,CONSTR UC TION

INTRODUCTION

I. The student willdevelop broad con-cepts of the differentcareers in thelieldof construction.

CONSTRUCTION


U;VIT ICONSTRUCT/ON

A. INTRODUCTION"

1.

a. Instructor will offer a work-ing definition of constructionso as to establish a vocabularyfor lUrther coramunicatIon.

b. The instructor will discuss-v.ah. the students the broad as-pects of the construction fieldsin order for them to determinethe different occupational ca.-`reers-in the field of construc-tion.

c. Have resotirCe persons-from`residential andd-annmercialconstruction firms visit theclass and present a generalorientation of their respectivefields; to include but notlimited to:(1) careers and career patterns(2) pay scale's,(3) fringe benefits(4) general work schedule(5) general types o£ workersneeded

I

INSTRUCTIONAL.nzsouRtmg

UNITCONSTR UC,T ION

A. INTRODU

1.a. Instruct designed trans-_parency

b. Instructor designed collageshowing major and-untqu.eoccupational examples,

C. Resource personnel to con-duct orientatio-d-of .commer-cial construction. Resourcepersonnel to conduct orients-,tion of residential construe-

. tion. Teacher designed formto allow space for pre-de-,termined listing of data per--tinent to an orientation torepresentative constructioncbrs ter s.

C ONST R UCTION

INSTR UCTIQNA L RESOURCES D EVALUATIONS

MIDITR. UCTION

TRODUCTION

In will offer a work-definition of construction_,

as to establish--....vocabularyfurther communication.

The instructor will discussth the 'students the broad as-cts of .tho construction fieldsorder for them to,determinedifferent occupational c a -

ers in the field of construe-.-,ave resource persons from

sidential and commercialstruction firms visit thess and present a generalentation of their respeCtiveds; to include but notited to:careers and career patternspay scalesfringe benefitsgeneral work schedulegeneralitypSs of workers

tied,

UNIT ICONSTRUCTION

A. INTRODUCTION

1.a. Instructor designed trans-

parency;

b. Instructor designed collageshowing major and uniqueoccupational examples.

c. Resource personnel to con-duct orientation of commer-cial construction. Resourcepersonnel to conduct orienta-tion of residential construc-tioh. Teacher designed form,to allow space for pre-de-termined listing of data per-tinent to an orientation to -

representative constructioncareers.

I

UNIT ICONSTRUCTION. -

A. !NTRQDUCTION

1.a. Oral questioning

from instructor.

b. Responses of stu-dents during preienta-tionie questionsasked, attention or -lackof it, instructor direct-ed questions, etc.

c. Spot checking of re-sponses on the hatid-out or panel discussionof inforMation gathered.-

CONSTRUCTIONOBJECTIVES LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

2. Develop conceptswhich will enable the

(6) general characteristics ofworkers-(physical and mentaldemands)(7) general working conditions(8) health hazards and life spanprognosis(9) employment outlook

(10) training, other qualifica-tions and advancement

(11) general educational re-.quirements for entry

Students will fill in approp-riate slots on a data sheetpreviously supplied by the in-structor.d. Use of film to stimulatediscus sion.

2.a. By classroom discussion,

58

d. 16rnrn film #7346 (The Con-struction Worker)

16rnm film #1901 (Careersin the Building Trades)

(Note: 4-'ilms are State (Ga.Library Numbers. -)

2. Utilization of constructionongoing in the community, such

59

CONSTRUCTIONARN1NG EXPERIENCES INSTRUCTIONAL RESOURCES

general characteristics oforkers (physical and mentalerrands)) general working conditions) health hazards and life span

rogno sis) employment outlook) .training, other qualifica-ons and advancement

general educational re-rements for entry

Students Will fill in approp-ate slots on a data sheeteviously supplied by the in-ructor.

Use of film to stimulatescus

-By classroom discussion,

d. 16rnm film #7346 (The Con-struction Worker)

16mm film #1901 (Careersin the Building Trades)

(Note: Films are State (G a.Library Number s; )

2. Utilization of constructionongoing in the community, such

5S S9


d. Having weviewed the.film, develop a speci-fic set of questionsthat the answers can begained from viewingthe film. Pass thesesheets out a few min-utes before viewingthe film; collct,fol-lz,wing the film; havebrief period of timefor answering.

2.. As a group, Activity,divide the class into

OBJECTIVES

student to distinguishbetween the broadcategories of con-struction.

3. The student willwrite a brief, concisedefinition of the term"construction" andwill identify a speci-fic career or jobpossibility in con-struction. On thisjob, he will brieflydiscuss in a writtenform the appropriatepercentage of thistype of worker found-in construction; indi-cate the pay scale

CONSTRUCTIONLEARNING EXPERIENCES

begin to define construction byreferring to types of construc-tion seen in the community.


b. Based on existing construc-tion going on in the community:(1) plan a field trip to an .on-going development and takeslides of workers in theirworking conditions;

OR(2) 410isign each student thetask of identifying and listingas many as possible types ofconstruction jobs seen as heengages in an outside assign-ment of visiting communityconstruction sites.

3. Development of a one or twopage written report containingthe information requested inthe objective.

60

as residential, commercial,industrial, highways, insti-tutional, bridge, pipelines,electrical transmission lines,etc.

. MATERIALS

'SRA Widening OccupationalRoles Kit. Science ResearchAssociates, Inc. , Chicago, 111.

REFERENCES

Dictionary of OccupatioualTitles (Vols. I, II & Supple-ment), Supt. of Docum,ents,Washington, D. C.

CONSTRUCTIONARNING EXPERIENCES INSTRUCTIONAL RESOURCES

egin to define construction byof erring to types of construe-on seen in the community.

Based on existing construe-on going on in the community:) plan a field trip to an on-oing development and takelides of workers in theirorking conditions;

OR) Assign each student theask of identifying and listing

many as possible types ofonstruction jobs seen as hengages in an outside assign-ent of viQiting community

onstruction sites.

eveloprnent of a one or twoe written report containinginformation requested inobjective.

as residential, commercial,industrial, highways, insti-tutional, bridge, pipelines,electrical transmission lines,etc.

3. MATERIALS

S1.A Widening OccupationalRoles Kit. Science ResearchAssociates, Inc.., Chicago, Ill.

REFERENCES

Dictionary of OccupationalTitles (Vols. I, I & Supple-ment), Supt. of. Docuil4ents,Washington, D. C. r

I


segments and have themlist as a group as manyoccupations recognizedas possible in the com-munity.

ORIndividually collect

list of jobs.

OR

Panel discus ion con-cerning

3. Interlocking evalua-tion by cuaituunicationskills instructor andIndustrial Arts instruc-tor on the paper content.

- U

CONSTRUCTIONOBJEcTivEts

involved;, indicate anyhealth hazard; and,discuss any educa-tional or skill re-quirements necessary.


Occupational Outlook Handbook1970-71 ed. Cat. No. 12.3:1650, Supt. of Documents,Washington, D. C.

4. The student will beintroduced to some ofthe perhaps lesserknown occupationsthat are closely re-

, lated to constructionpractices.

4. Individual or group develop-ment of a chart or collage show-ing some, supportative occupa-tions to the construction indus-try. These may include: realestate, attorney, recorder ofdeeds, contractor, model build-ers, etc.

RESOURCE PEOPLE

Previous resource people anddata sheets psed in above sec-tions or on site after schoolinterview.

4. REFERENCES

Elevator Constructor. Cat. No.12.3:1650-74, Supt. of Doc-uments, Washington, D. C.

Employment Outlook. Models.Cat. No, 12.3:1650-38, Supt.of Documents, Washington,D. C.

Real Estate Salesman andBroker. Cat. No, 12.3:1650-59, Supt. of Documents, Washington, D. C.

RESOURCE PEOPLEOn-site visitation or invite

person(s) to discuss occupa-tions.

CONSTRUCTION

ARNING EXPERIENCES INSTRUCTIONAL RESOURCES

Individual or group-develop-n of a chart or Collage showsome supportative occupa-s to the construction Indus-,

These may include: reale, attorney, recorder of

ds, contractor, model build-etc.

Occupational Outlook Handbook1970771 ed. Cat. No; -12.3:1650, Supt. of Documents,Washington, D, C.

RESOURE:pEOPLE

.Previous resource people anddata sheets used in above sec-tions or on site after 'school.interview.

4. PEFERENCES

'Elevator Constructor. Cat.12,'3:1650-74, Supt. of Doc-uments, Washington, D. C.


'Employment Outlook,Cat. No. 12. 3'4650-.38, Supt.,of Documents, Washington,D. C.

Real Estate Salesma and13rtAer. Cat. No. L2. .3:1650-59, Supt. of Documents, Washington, D. C.

RESOURCE PEOPLEOn-site visitation or invite

person(s) to discuss occupa-tions.

4. Peer group evalua-tion of chart of collage.

5. The student willwrite an overview a.his expectatipria ofthe constructiontrades.

UNIT IICONSTRUCTIONOCCUPATIONS

A. GENERAL 013-JECTIVES

1. The student will beable to differentiateoccupations found inconstruction into thefollowing suggestedareas:a. be able to con-

trast and compareconstruction occu-pations by specifictitle(s):

b. be able to formu-late concepts ofvarious employmentopportunities in con-struct/01i fields;

C4

rl

CONSTRUCTIONLEARNING EXPERIENCES INSTRUCTIONAL RESOURCES,

5. Brief written descriptive over.' 5. All previous sources.view of some projected pros and/or cons as he perceives them ina job of his identification.

NITIICONSTRUCTIONOCCUPATIONS

A. GENERAL OBJECTIVES(Examples of.actiities to meetgeneral objectives)

1. Develop band-on laboratoryexercises which will give thestudent a "feeling of the typework that he will be doing if heselects_X career to explore indepth. Try to simulate theactual setting as much as pos-sible. (NOTE: Refer to UnitsIII A &B for more specificexample s. )

a Use mock-up or sandboxactivities whenever appropriate tdemonstrate a concept, use as apoint of reference, or to estab-lish continuity of concepts.(NOTE:, Refer to Units III A &. 13for more specific examples. )


A. GENERAL OBJECTIVES

REFERENCESFrom the Superintendent of Doc-

uments, Washington, D. C.20.402:

Dictionary of OccupationalTitles, Vol. 1, Cat. No L7.2"10c1/9737v71.

Dictionary of OccupationalTitles, Vol. 2. Cat. No. L7.:0c 1 /9iNv.2.

Supplement to aboveCat. No. L. 7. 1 :9c1, i9b5iSupp. Z.

CONSTRUCTIONARNING EXPERIENCES INSTRUCTIONAL RESOURCES

Brief written descriptive overi 5. All previousew of some projected pros and/cons as he perceives them in

job of his idintification.


GENERAL OBJECTIVESxamples of activities to meetneral'objectives)

Develop hand-on laboratoryreises which will give thedent a "feeling of the typek that he will be doing if he

ects'X career to explore inth. " Try to simulate theual setting as much as pos-e. (NOTE: Refer to Units

A & 13 for more spec fiernple s. )

Use niock-up or sandboxvities whenever appropriate tonstrate a coatept, use as a

of reference, or to estab-continuity of concepts.

TE: Refer to Units 11i A & Bmore specific examples. )

sources.


A. GENERAL OBJECTIVES

REFERENCESFrom the Superintendent of Doc-

urnents, Washington, D. C.2040'2:

Dictionary of OccupationalTitles, Vol. 1, Cat. No. L7.

"0 e 1 /97 v. 1.

Dictionary of OccupationalTitles, Vol. 2. Cat. No. L7.2:0c1f97Tv. 2.

Supplement -to aboveCat. No. L. 7.1:0c1/965/Supp. 2.

c


5. At this point, thispaper will serve as apossible pre - evaluationentry to be judged laterfor sthdent insightsinto occupational char-acteristics.


A. GEN2RAL OBJEC-TIVES

Teacher-made teststo evaluate student'sand of:a. educational require-

ments for specific jobentry.

b. training or education-al requirements foradvancement in chosencareer groups.

c, employment oppor-tunities in the resi-dential constructionfields.

OBJECTIVESCONSTRUCTION


c. be able to identifyskill( s) requirementssuch as:(1) job entry level

requirements;(2) updating levels

available; and,(3) skill( s) level(s)for advancement;

d. be able to identifyeducational require-ments such as:

(1) job entry levelrequirements;

(2) updating educa-tional levels; and,

(3) educationallevels for advance-ment;

e. be able to identifyand differentiate set-ting attributes as fac-tors in choosing anoccupation, such as:

(1) group Size anddynamics in thework setting;

(2) indoor vs. out-door conditions;

(3) working loca-tion such as

£6

3. If facilities exist, have thestudents in class groups gothrough the process of planningand building a small building8' x 10' to be used for storage onthe school property. An alter-nate will be to design the struc-ture in movable sections so asto be movable and perhaps soldto interested people.

Some examples of occupa-tional involvement in the processmay be as follows:

a. Planners:(1) Architect(2) Estimators

b. Site preparation:(1)*Bullduzer Oper's.(2)* Ba ckhoe and Frontend

Loader Oper's.* (Simulated)

(3) Truck drivers(4) Construction Laborers

(Pick and Shovel people)c. Structure layout:

(1) Surveyor or chief of party(2) Recorder(3) Instrument Oper's:(4) Axemen(5) Chaim-nenFoundation:(1) Backhoe operator

d.

Occupational Outlook Handbook,1970-71 Edition. Cat. No.L2. 3:1650.

Complete set of reprintsfrom above. Cat. No. L2. 3:1650A and 1650-1-1650-128.

Employment Outlook,Tomorrow's Jobs, 1970. Cat.No. L2.3:1650-1.

Reprints from the OccupationalOutlook Handbook.

"Aluminum Industry" L2. 3:1650-109.

"Architect" L2.3:1650-28."Asbestos and Insulating

Worker" L2.3:1650-68."Carpenters" L2. 3:1650-70."Draftsman L2. :1650-27.

"Electricians (construction)"L2.3:1650-73.

"Floor Covering Installers"L2.3:1650-75.

"Heating" L2.3:1656-80."Laborer" L2. 3:1650-7Z."Masonry" L2.3:1650-69."Roofers, Sheet-Metal Work-

ers" L2. 3:1650-78."Welders, Oxygen and Arc

Cutters" L2.3:1650-105.

CONSTRUCTIONRIMING EXPERIENCES

4


facilities exist, have theents in class groups gough the process -of planningbuilding a small building10' to be used for storage on

school pr4erty. An alter-will be to design the struc-in movable sections so as

e movable and perhaps soldterested people.me examples of occupa-

al involvement in the processbe as follows:

Planners:1) Architect2) EstimatorsSite preparation:1)*Bulldozer Oper's.2)*Ba cidioe and Froutend

Loader Oper's.*(Simulated)

3) Truck drivers4) Construction Laborer s

(Pick and Shovel people)Structure layout:1) Surveyor or chief of party2) Recorder3) Instrument Oper's.4) Axeinen5) Chaim-nenFoundation:(1), 13ackhoe operator

Occupational Outlook Handbook,1970-71 Edition, Cat. No.L2: 3 :1650.

Complete set of reprintsfrom above. Cat. No. L2. 3:1650A and 1650-1-1650-128.

Employment Outlook,Tomorrow's Jobs, 1970. Cat.No. L2.3:1650-1.

Reprints from the OccupationalOutlook Handbook.

"Aluminum Industry" L2.3:1650-109.

"Architect" L2.3:1650-28."Asbestos and Insulating

Worker" L2.3:1650-68."Carpenters" L2. 3:1650-70."Draftsman L2.3:1650-27.

"Electricians (construction)"LZ. 3:1650-73.

"Floor Covering installers"L2.3:1650-75.

"Heating" L2.3:1650-80."Laborer" L2. 3:1650 -72.Masonry": L2.3:1650-69.

"Roofers, Sheet-Metal Work-ers" L2.3:1650-78.°

"Welders, Oxygen and ArcCutters" L2.3:1650-105.


ORPeer group, group,

or interlocking evalua-tion of a student writtenreport dealing withspecifics of the generalobjectives in light of aparticular j(*1) tar careerladder.

ORTeacher made match-

ing exercises to relateoccupations and theircharacteristics.

ORThe teacher will con-

duct oral examinationto ascertain student'sconcepts of the twomajor divisions of theconstruction industry.

ORStudents will write

an overview of individualexpectations of the con-struction industry.(NOTE: This may beused as a pre-coursediagnostic evaluation. )

tj

r1

OBJECTIVES

ground level or ele-vated; mobile orfixed; urban orrural;

(4) working hoursand salaries;

(5) responsibilities;and,

(6) possible liaiazds.

be able to list con-siderations based onpersonal attributesthat could includ;(1) social accept-

ability;(2) physical require-ments;

(3) psychologicalconsiderations suchas noise level, san-itation, challengingaspect, religion,language of co-workers, etc.

CS

10

CONSTRUCTIONLEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

(2) Laborers,.pick 8,e shovelconcrete helperscarpenter helpers

(3) Concrete finishers _

(4) Carpenters, gen.(5) Rod setters (when archi.

tect specifies use of rodsin the foundation)

e. Masonry:(1) Bricklayer/mason(2) Stone mason(3) Block mason(4) Helpers(5) Hod Carriers

1. Plumbing:(1) Plumbing engineer(2) Systems designers(3) Plumbers(4) Pipe fitters(5) tackhoe tt trencher opera-

tors(6) General laborers

g. Electrical:(1) Engineers(2) Electricians:

(a) Linesmen(b) Wirexueu

h. Heat e. Air Condit-ie.-ling:(1) Engineers(2) Sheet metal workers(3) Plumbers(4) Electricians

"Painters and Paperhangers"L2. 3 :1650-7 0.

"Plasterere L2.3:1650-71."Pluniber and Pipefitter"

L2. 3:l650-77."Real Estate Salesman and

*Broker" L2. 3:1650-59.Refrigeration " L2.3:1650-80.

"Roofer L2.3;1650-78."Surveyor" L2.3 :1650-46."Urban Planner" L2. 3 :1650 -48.

c3

CONSTRUCTION.EARNING EXPERIENCES INSTRUCTIONAL RESOURCES

t2) Laborers-pick & shovelconcrete helperscarpenter helpersConcrete finishersCarpenter s, gen.Rod setters (when archi-tect specifies use of rodsin the foundation)

Masonry:(1) Bricklayer/mason(2) Stone mason(3) Block mason(4) Helper s(5) Hod CarriersPlumbing:(1) Plumbing engineer(2) Systems designers(3) Plumbers(4) Pipe fitters(5) Backhoe & trencher opera-

tors(6) General laborersElectrical4,(1) Engineers(2) Electricians:

(a) Linesmen(b) Wiremen

Heat & Air Conditioning:(1) Engineers(2) Sheet metal workers(3) Plumbers(4) Electricians

(3).(4)(5)

"Painters and Paperhangers'"L2.3:1650-70.

"Plasterers" L2.3:1650-71._"Plumber and Pipefitter"

L2.3:1650-77."Real Estate Salesman and

Broker" L2.3:165D-59."Refrigeration" L2. 3:1650 -80."Roofer L2.3:1650-78."Surveyor" L2.3:1650-46."Urban Planner" L2. 3:1650 -48.

Ca


. ORTeacher-made tests

to evaluate student'sunderstanding of:

a. Setting attributes asto group size and dy-namics in work set-tings; indoor vs, out-door conditions; work:ing hours and-othercharacteristics of theoccupation.

b. Different factors in-volved in choosing anoccupation:

c. The personal attri---bLti es to consider in

choosing an occupa-tion.

d. The occupationalchoice factors whichmust be consideredin choosing an occupa-tion.

. CONSTRUCTIONOBJECTIVES' LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES , S

1. Roofing & Flashing,:(1) Roofer(a) Metal worker.

j. Guttering & Downspout:(1) Gutter :installer(2) Metal worker

k. Flooring:(11 Resilient(2) Ceramic(3) Carpeting(4) W Wood

1. Finishing & Cabinet Work:(1) Finishing Carpenter or

Trimmer'(2) Cabinetmaker

. Painting and Decorating:(1.) Interior Decorator(21 PainterTile -(Ceiling & Wall)

(1) Installero. Landscaping:

(1) Landscape architect(2) Nursery Operator-(3) Tractcir Driver"(4) Gra.der Operator(5) Truck Driver(6) Laborer

4. Have students select from thelist of representative jobs foundabove or elected on his own, oneor more jobs to be researched inlight of the general objectives

7Ogiven.

CONSTRUCTIONARNING EXPEI1,IENCE. S INSTRUCTIONAL RESOURCES

Roofing & Flashing:(1) Roofer(2) ,,Metal workerGuttering- & Downspout:(1) Gutter installer(?) Metal workerFloOring:1) Resilient

(2) Ceramic'(3) >Carpeting(4) Wood-Fihishing & Cabinet Wo;k:(1) Finishing Carpenter or

Trimmer(2) Cabinetmaker

ainting and Decorating:(1) Interior Decorator(2) PainterTile (Ceiling & Wall)

(1) InstallerLandscaping:

(1) Landscape architect2) Nursery Operator3) Tractor Driver4) Grader Operator5) Truck Driver6) Laborer

ave students select from theof representative jobs found

ve or elected on his own, oneore jobs to be researched in

t of the general objectivesen. 71.


CONSTRUCTIONOBJECTIVES LEARNING EXPERIENCES

PROJECTEDOVERVIEW

1. The student will beablt to identify andlist factors that haveand will influence thegrowth Of construc-

. tion (such as traditionand purpose).

B. PROJECTED OVERVIEW

1.a. Develop information sheets

or research data sheets forstudent use in library work.

b. Class projeCt to trace sometraditional practices and pur-poses that have influenced thegrowth of construction. (Tech-nological-advancement may beemphasized. )



REFERENCES

Encyclopedia of Careers and -Vocational Guidance, VolS.,I & II.

Occupational Outlook Handbook.Supt. of Documents, Wash-ington, D. C.

RESOURCE PERSONNEL

Social Studies instructor.Science "instructors.

ORGANIZATIONAL GROUPS

(Note: These_ addresses are ofnational locations. Locally,representatives are perhapspresent. The national organi-zations generally can only sup-ply how to contact local reP-`resentativesif you have diffi.culty. )

United Brotherhocrt-of Car-penters and Joiners of Ameri-ca, 101 Constitutiatn-Ave. r-413W,Washington, D. C. t 20001.*

CONSTRUCTION.ARNING- EXPERIENCES INSTRUCTIONAL RESOURCE

PROJECTED OVERVIEW

Develop information sheetsr research data sheets fortudent use in library work.


,REFERENCES

Encyclopledia of Careers andVocational Guidance, Vols.L& II.

Class project to trace someaditional practices and pur-ses that have influenced theowth of construction*. (Tech-logical advancement may bephasized. )

Occupational Outlook Handbook.Supt. of Documents, Wash-,ington,,D. C.

RESOURCE PERSONNEL

Social Studies instructor.Science instructors.

ORGANIZATIONAL GROUPS

(Note: These addresses are ofnational locations. Locally,representatives are perhapspresent. The national organi-zations generally can only sup-.ply how to contact local rep-resentatives if you have diffi-culty. )

United Brotherhood of Car-penters and Joiners of Ameri-ca, 101 Constitutign-Ave. r413W,Washington, D. C. t 20001.


B. PROJECTED OVER-VIEW

Checking of indivi-dual worksheet or con-tract to determine de-gree of student explo-ration into specifiedarea.

OR

Teacher evaluationof students throughquiz -during discussion.

OR

Use teacher preparedteat to evaluate students'understanding of the -progression possi-bilities in constructioncareers.

4,

CONSTRUCTIONOBJECTIVES LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

Z. List future econom-ic outlook for con-struction based onsome variables suchas:

a. ecology;b. leisure time;c. possible income;d. automation and

cybernetics.

3. List present em-ployment possibili-ties, and be able toidentify agencies andeducational ma-terials available forjob entry and advance-ment.

74

2. Following assignment to re-searcher, a time period forrole playing to place emphasison the objective listing of fac-tors that may have an impacton construction practices. Letone student be a prospectivebuyer for a new construction,one be a contractor, and onerepresent labor.

3.a. Ask Guidance Counselor to

talk to students about careerplanning.

b. Discussions-with studentsof the various aspects of ca-reer planning and occupa-tional guidance. Slant towardthe discussion of particularjobs.

c. Invite resource personnelwho represent the respectivecareer groups and ask themto give the students an orien-tation.

Associated General Contrac-tors of America, Inc., 1957E Street, NW, Washington,D. C. 20006.

Bricklayers, Masons, andPlasters' International Union,of America, 815 15th Street,NW, Washington, D. C. 20005.

Operative Plastvs and Ce-ment Masons' InternationalAss'n. of U.S. & Canada, 112517th Street, NW, Washington,D. C. 20036.

International Brotherhood ofElectrical Workers, 1290 15thStreet, NW, Washington, D. C.20005.

National Electrical Contrac-tors Ass"n., 1220 18th Street,NW, Washington, D. C. 20036.

Architecture and Draftsman'sUnion, International Federa-tion of Technical Engineers,900E Street, NW, Washing-ton, D. C. 20004.

National Joint Apprenticeshipand Training Committee onElec. Industry, 1200 18th St.NW, Washington, D. C. 20036.

American Carpet Institute,Empire State Building, NewYork, New York 10001.

10114 INISTRUCTION

INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS.EARNING EXPERIENC S

Folio ng assignment to re-archer, a time period forle playing to place emphasisk the objective listing of fac-ra that may have an impactconstruction practices. Let

e student be a prospectivetyer for_a new ,construction,e be a contractor, and onepresent labor.

Ask Guidance Counselor toalk to students about careerplanning.

Discussions with studentsif the various aspects of ca-ieer planning and occupa-ional guidance. Slant towardhe discussion of particularpbs.

Invite resource personnelho represent the respectiveareer groups and ask them

give the students an oriention.

Associated General Coritrac=.tors of America, Inc., 1957E Street, NW, Washington,D. C. 20006.

Bricklayer s, Masons, andPlasters' International Unionof America, 815 15th Street,NW, Washington, D. C. 20005.

Operative Plasters and Ce-ment Masons' InternationalAss'n. of U.S. & Canada, 112517th Street, NW, Washington,D. C. 20036.

International Brotherhood ofElectrical Workers, 1200 15thStreet, NW, Washington, D. C.20005.

National-Electrical Contrac-tors Ass'n., 1220 18th Street,NW, Washington, D. C. 2003-6.

Architecture and Draftsman'sUnion, international Federa-tion of Technical Engineers,900 F Street, NW, Washing-ton, D. C. 20004.

National Soirit Apprenticeshipand Training Committee onElec. Industry, 1200 18th St. ,NW, Washing,ton, D. C. 20036.

American Carpet Institute,Empire State building, NewYork; New York 10001.

ORStudent essays on

subjects:

a. What are the factorswhich forecast econorn-ic outlook; and/or

b. 'What skill acquisk-tions are necessary,for future employ-ment;and/or

c. 'What resources areavailable to aid in entryor advancement in anoccupation; and/or

d. Present employmentpossibilities in choiceoccupation.

CONSTRUCTIONOBJECTIVES LEARNING EXPERIENCES INSTLUCTIONAL RESOURCES

Armstrong Cork Co., Lan-caster, Pa., 17600.

Congo letun-Nairn, Inc., 195Belgrove Dr., Kearny, N. 3.07032...

Brotherhood of Painters,-Decorators and Paperhangersof America, 217-219 N. SixthStreet, Lafayette, Ind. 47901.

Tile Contractors Ass'n. ofAmerica, 1420 New York Ave.Washington, D. C. 20005. .

International Union of Operat-ing Engineers, 1123 17th St.,'NW, Washington, D. C. :20036.

Painting and Decorating Con-tractors of America, 2625West Peterson Ave., Chicago,Ill. 6060.5.

American Congress of Stir-veying and Mapping, Woodward

Washington, D. C.20005.

International Hod Carrier'sBldg. and Common Laborers'Union of America,.. 905 16thStreet, NW, Washington, D. C.20006.

American Society of Land-scape Architects, Inc., 200 KStreet, NW, Washington, D. C.20006. 77

CONSTRUCTIONMINING EXPERIENCES INSTRUCTIONAL-RESOURCES SUGGESTED EVALUATIONS

11

Armstrong Cork Co.-, ,..Lan-caster, Pa. , 17600.

Congoleum-Nairn, Inc., 195telgrove,Dr.., -Kearny; N.J.07032.

Brotherhood of Painters,Decorators and Paperhangersof Atherica, 217-219 N. SixthStreet, Lafayette, Ind. 47901.

Tile Contractors Assin.America, 1420 New York .Ave. ,Washington, D. C. 20005.

International Union of Operat-ing Engineers, 1123 17th St.,NW, Washington, ID. C. 20036.

Painting and Decorating Con-tractors o America, 2625West Peterson Ave. , Chicago,Ill. 60605.

American Congress of Sur-veying and Mapping, WoodwardBuilding, Washington, D. C.20005.

International Hod Carrier'sBldg. and Common Laborers'Union of America, 905 16thStreet, NW, Washington,20006,

American Society of Land-scape Architects, Inc., 200 EStreet, NW, Washington, D. C.20006. 77

6

CONSTRUCTION


The American Institute ofArchitects, 1735 New YorkAvenue, NW, Washington,D. C. 20006.

FILM

"Building a I-Iuuse" 16inn3,#383 State /Ain library.

FILMSTRIP

"The World of Construction"#A01-6001; McKnight & Mc-Knight Pub. Co., Bloomington,Illinois.

'RESOURCE PERSONNEL

a. Residential contractorb. Commercial or general con

tractorc. County surveyord. School maintenance directore. Skilled/ s enii skilled *worker sf. Professional in the field

TEACHEIDEVELOPEDMATERIALS

a. Descriptive transparencies

CONSTRUCTIONRNING EXPERIENCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS

The American Institufe ofArchitects, 1735 New YorkAvenue, NW, Washington,D.C. 20006.

FILM

"Building a House" 16rnm.#383 State film library.

FILMSTRIP

"The World of Construction"#A01-6001; McKnight & Mc-Knight Pub. Co., Bloomington,

RESOURCE PER

a. Residential contractorCommercial or general contractor

c. County surveyord. School maintenance direetore. Skilled/ semiskilled workersf. Professional in the field

TEACHER-DEVELOPEDMATERIALS

a. Descriptive transparencies

U-;

OBJECTIVESCONSTRUCTION

INSTR pc" TIONAL.RESOURCESLEARNING EXPERIENCES

C. INTERNALIZEDOBJECTIVES

1. The student will beable to describe inwriting (or orally)factors that are proand con in his per-ceived relationshipto selected occupa-tions based on:a. job educational

requirements;b. job skill require-

ments;c. setting attributes;d. personal attri-

butes.

C. INTERNALIZED OBJECTIVES

The student will write or dis-cuss orally an overview of hisinitial exp6ctations fulfillmentor disappointments of careerchoice in the construction field.

.;

b. Slide series to cover var-ious careers in the construc-tion field

c. Locally recorded (on site)tape cassettes which reflectsounds of local constructionand also could contain occu-pational information.

C. INTERNALIZED OBJEC-TIVES

(All previous references. )

BOOKLETS

(From Supt. of Documents,Washington, D. C. 20402):

'1:),3 You Want a Sob?, 1969"Li. 2;357/4.

"Education and 4obs" (a serieof pamphlets) L2. 2 :Ed8/ 2.

,.4Pamphlets arately)

"Jobs f r which appren-ticeship traini is available"12.2;357/6.

CONSTRUCTIONARNING EXPERIENCES

TERNALIZED 'OBJECTIVES

he student will write or dis-orally an overview of his

ial expectations fulfillment'sapp'ointments of career,ce in the construction field.


b. Slide series to cover var-ious careers in the construe-tion field

c. Locally recorded (on site)tape cassettes which reflectsounds of local constructionand also could contain occu-pational information.

C. INTERNALIZED OI3JEC-TWES

(All previous references. )

BOOKLETS

(From Supt. of, Documents,Washington, - D. C. 20402):

"Do You Want a Job?, 1969"Ll. 2:J5714.

"Education and Subs" serieof pamphlets) L2. 2 :Ed8/2.

(Pamphlets separately)

"Jobs for which appren-ticeship training is available"L2. 2:J57/6.

I


. INTERNALIZEDOBJECTIVES

Interlocking evaltia.-tion of paper on a con-tent basis.

-OBJECTIVESCONSTRUCTION

LEARNING EXPERIENCES. INSTRUCTIONAL RESOURCES S

2. The student will beable to list factorsthat would aid him indecision making asrelated to job entryand/or advancement.

UNIT IllCONSTRUCTION

ACTIVITIES

A. INDrymtw, EX-AMPLES OF PRO-CEDURES

1. The student willbe exposed to a lab-oratory experi'enee .

so that he or she willbe able to identifyspecific physicaldemands, working

Student essay: "Why I Decidedto Explore in Depth Occupation

as my Primary Carer ofInterest.'"

UNIT :111CONSTRUCTION

ACTIVITIES

A. INDIVIDUAL EXAMPLES OFPROCEDURES

I. The student will lay out,square and plumb a 20" x 24"hollow brick pier 5 courses highusing 9 bricks per*course mor-tar may or may not be used. Ti

physically possible, activitywill be performed out of doors.

"jobs for which highschool education is usually

'required" L2.2:J57/5."Jobs for which high

school, education is generallyrequired" L2. 2a57/3.

"jobs for which a highschool education is preferredbut not essential" L2.2:J57/2.

"Jobs for which juniorcollege, technical institute, orother specialized training isusually required" L2.2:j57/4.

"Getting hired, getting train-ed, a study of industry prac-tices and policies on youthemployment. " FS14. Z

UNIT IIICONSTRUCTION.

ACTIVITIES

A. INDIVIDUAL EXAN pi,rsPROCEDURES

1. BOONS

Dictionary of Occupational717ito=17.durnes i 11 and

Supplement. Supt i of Docu-ments, Washington, D. C.

CONSTRUCTIONRNING EXPERIENCES

Ekudeut essay: "Why I Decided'explore in Depth Occupation.as my Primary Career ofrest. "

UNIT IIICONSTRUCTION

ACTIVITIES

DIVIDUAL EXAMPLES OFOCEDURES

e student will lay out,e and plumb a 20" x 24"

brick pier 5 courses high9 bricks per course; mor-ay or may not be used. Ifcally possible, activitye performed out of doors.


"Jobs for which highschool education is usuallyrequired" L2.2:J5715.

"Jobs for which highschool education is generallyrequired" L2.2 :J57/3.

"Jobs for which a highschool education is preferredbut not essential" L2.2:J57/2.

"Jobs for which juniorcollege, technical institute, orother specialized training isusually required" L2.2:J57/4.

**Getting hired, getting train-ed, a study of industry prac-tices and policies on youthemployment. " F514. 2:H61.

UNIT IIICONS TR UCTION

ACTIVITIES

A. INDIVIDUAL EXAMPLES OF.PROCEDURES

1. BOOKS

Dictionary of OccupationalTitles. Volumes I, II, andSupplement. Supt. of-Docurments, liVashington, D. C.

8


OR

_Panel discussionfollowing presentation._

OR

Collage of factorsinvolved in explorationof an giccupation.

UNIT IIICONSTRUCTION

ACTIVITIES

A. INDIVIDUAL EXAM-PLES OF PRO-CEDURES

1.a. The layout of the

brick pier will bechecked for accuracyon a predeterminedscale.

OBJECTIVES

conditions, and train-ing`time required forthe job ,of a brick-layer (861.381).

CONSTRUCTION


The use of the D.O. T. will beutilized to identify worker traits.

Z. MaterialS compu-tation is an importantactivity of the con-struction worker(869-889), the con,struction carpenter(860-381), and thecabinetmaker (660-280). This activityshows one way to cornpute how much lumberthere is in a boardwithout having to worlad4

2. The student will:a. construct the-board foot,

calculator Chart using the in-structor model.

b. use the' nomograph to com-pute the amount of materialin a set of given bOards.

c. record the amounts On adata, sheet.

d. compute the board-footamount using' conventionalformula methods.


Lux, Donald Q. and Willis E.Ray, Co-Directors. TheWorld of Construction, Bloomington, : McKnight & Mc-Knight Pub.; Co. , 19701, pp.249-254.

Parker, Harry and Others.Materials and Methods ofArchitectural Construction,N. Y. : John Wiley and Sons,Inc., 1961, pp. 68-88.

EQUIPMENT & SUPPLIES

Gauge stick, 45 brick, shortlevel, plumb rule, and mortar(optional).

4. BOOKS -

Brown, Walter C. ModernGeneral Shop, Homewood,Ill.: Goodheart-Willcox, 1970pp. 11-12.

Donnelly, Hammond andOthers. Woodworking Tech-nology, Bloomington, Ill.:McKnight & McKnight Pub.Co., 1970, p. 31,

CONSTRUCTION

RINTING EXPERIENCES

Ise of the D.O. T. will betied to identify worker traits.

he student will:onstruct the board footculator chart using the in-uctor model.se the nomograph to com-e the amount of material

set of given boards.ecord the, amounts on aa sheet.omPute the board-footount using conventionalmula methods.


Lux, Donald G. and Willis E.Ray, Co-Directors. TheWorld of Construction, Bloomington, : McKnight & Mc-Knight Pub. Co. , 1970, pp.249-254.

Parker, Harry and Others.Materials and Methods ofArchitectural Construction,N. Y.: John Wiley and Sons,Inc., 1961, pp. 68-88.

EQUIPMENT & SUPPLIES

Gauge stick, 45 brick, shortlevel, plumb rule, and mortar(optional).

11

2. BOOKS

Br Own, Walter C. ModernGeneral Shop, Homewood,

: Goodheart-Willcox, 1970pp. 11-12.

Donnelly, Hammond andOthers. Woodworking Tech-nology, Bloomington, Ill. :McKnight & McKnight Pub.Co., 1970, p. 31.

b. A written or oralquestion period willbe used to find outhow the student feltabout the physical,mental, and socialacceptance related tobricklaying. A dis-cussion Will also be

-held 'as to the trainingrequirements or 'abritklayer.

2. Comparison and dis-cussion of recorded re-sults.

CONSTRUCTIONLEARNING' EXPERIENCES INSTRUCTIONAL RESOURCES

it out mathematically.A check-up, usingmath will also be

3. The student willbe exposed to and in-volved in a labor a=tory exercise so thathe or she will beable to identify toolsand some workertrait's utilized by anelectrician (821. 381).

4. This activity willassist the student inthe identification anduse of hand toolsused by a finish car-penter.

86

e. record the amount on a datasheet.

3. The activity will be, handledinside the laboratory.a. Sketch simple circuits for a

light, door bell and receptacle;

b. n ev elop an equipment list ofsup_ plies and tools necessaryto construct the circuits.

c. Construction of simple cir-cuits coliSisting of:(1) a light circuit;(2) a wall' receptacle circuit;(3) a door bell circuit.

4. Upon reading the assignedreferences, the student will:a. identify by name specific

hand tools as represented ona handout or displayed.

Wagner, Willis H. ModernWoodworkiN, Homewood,Ill.: Goodheart-Willcox, 197p. 27.

3. BOOKS

Dictionary of OccupationalTitles, Vol. 1, 2i-id ed. Supt.of Documents, Washington,D. C.

Graham, Kennard C. InteriorElectrical Wiring. Chicago:Ainerican Technical Society,1969, pp. 55-79.

SUPPLIES

As necessary: 1,(1) bell & bell transformer0.) wire (14 gauge)(3) bulb & sOcket & -box ,(4) outlet & box(5) hand tools (cutters, need-

lenose, etc. )

4. BOOKS

Groneman, Chris H. & JohnL. Feirer, General Shop.N. Y.: 1963,pp. 79-127.

87

CONSTRUCTIONAANING EXPERIENCES INSTRUCTIONAL RESOURCES

record the amount on a databeet. 4

The activity will be handledide the laboratory.Sketch simple circuits for a

ght, door bell and receptacle;

Develop an equipment list ofapplies and tools necessary

construct the circuits.Construction of simple cir-

zits consisting of:) a light circuit;) a wall receptacle circuit;) a door bell circuit.

lipon reading the assignederence 5 s the student will:identify by name specificndtools as represented onhandout or displayed.

Wagner, Willis H. ModernWoodworking, Homewood,Ill. : Goodheart-Willcox, 197p. 27.

3. BOOKS

Dictionary of OccupationalTitles, Vol. 1, 2nd ed. Supt.of Documents, Washington,D. C.

Graham, Kennard C. InteriorElectrical Wiring. Chicago:American Technical Society,1969, pp. 55-79.

SUPPLIES

As necessary:(1) bell & bell transformer(2) wire (14 gauge)(3) 'bulb 8 socket & box(4) outlet & box(5) hand tools (cutters, need-

lenose, etc. )

4. BOOKS

broneman, Chris H. & JohnL. Feirer, General Shop.N. Y. : McGraw-Hill, 1963,,pp. 79-127.

87


3.a. The layout of the

diagram or sketch willbe checked for accu-racy.

b. The equipment listwill be checked forcompleteness.

c. The circuits mustoperate safely.

d. Each student will berequired to relate therequirements as wellas the training nec-essary for the per-formance of the dutiesof an electrician.

4. Accuracy of identi-fication of:a. tools.

-OBJECTIVESCONSTRUCTION


b. on a separate piece of paperbriefly explain how each isused in the finishing phaseof constructing a kitchen in anymodern house or apartment.

c. identify the selection of elec-tric Portable hand tools and ex-plain how these are used safely in the installation of ply-wood paneling in a family room

5. One phase of thework of an architect'(149.281) includesthe concept ofmeasurement. Thestudent will becex-'posed to the use ofan architect scale'in the drawing ofand reading of linesof varying lengths toan accuracy of 1/16".

5. The student will:a. be exposed 4.2-id use the var-

ious scales found on an arch-itect scale,

b. by using drafting equipmentavailable, draw various linesto pre -determined lengthsgiven by the instructor.

c. measure and record dimen-sions of objects given thestudent by the instructor.

Lux, Donald G. 84 Willis E.Ray,' Co-Directors. TheWorld of Construction, Bloornington, ITh: McKnight & McKnight Pub. Co. , 1970, pp.505-514.

Wagner, 'Willis H. Woodwork-ing, Homewood., 111. Good-heart-Willcox Co., 196B,PP' Zp-45.

Modern Woodworking,Goodheart-Willcox; Inc.,1976,443p. 2-1 to 2r16; 3-1to 3-11; 4-1 to 4-10.

5. BOOKS

gibsecke, and Others. Tech-nical Drawing, N. Y. TheMacMillan Co., 1967, pp.30-32.

Hepler, Donald and Paul I.Wallach. Architecture Draft-ing and Design, N.Y. : Mc-Graw-Hill, 1965, pp. 115-121..'riClker, John R. ExploringDrafting Basic Funilamentete

CONSTRUCTIONARNING-.9CPZRIENCES

on a separate piece of paperbriefly explain how each isused in the finishing phaseof constrticting a kitchen in anymodern house or Apartment.. identify'the selection of elec-tric portable hand tools and ex-plain how these are used -safe-ly in the installation of ply-Wood paneling in a family roo


4

The student will:be exposed and use the var-

ious scales found on an arch-tect, scale.

by using drafting equipmentavailable, draw various linesto pre-determined lengthsgiven by the instructor.

measure and, record-dimen-sions of-objects given the'student by the instructor.

Lux, Donald G. $4 Willis E.'Ray Co-Directors. TheWorld of Construction, Bloomington, : McKnight & Mc-Knight Pub. Cu. , 1970, pp.505-514.

Wagner, Willis H. 'Woodwork-ing, Homewood, Ill. : Good-heart-Willcox: Co., 1968,pp. 29-45.

. Modern Woodworking,Goodheart-Willeox, Inc.,1970, pp. 2-1 to 2-16; 3-1to 3-11; 4-1 to' 4-10.

5. BOOKS

Giesecke, and Others. Tech-nical Drawing, N.Y. : TheMacMillan Co. , 1967, pp.30-32.


b. praCticality of de-scription of handtbolapplication.

group discussion-6fpower tool identifica-tion, function and safepractice s, iz xsi.ng.

Hepler, DOnald and Paul I.Wallach. Architecture Draft-ing and Design, N.Y.: Mc-Graw-Hill, 1965, pp. 115 -121.

Walker, John R. ExploringDrafting Basic Funlianient-

5. Accuracy of record-ed measurements anddrawn dimensions willbe checked to an accu-

`racy of 1116" of aninch to expose the stu-dent to an emphasis ofaccuracy of measure-ment used by archi-tects.

OBJECTIVESCONt TR UCTION


B. SIMULA TED A C -TIVITIES : GROUPOR INDIVIDUA L

1. To place emphasison the general objec-tives found underthiit II, the studentwill select a type ofconstruction to bemade in a miniatureform. He will doe-tun'erit related occu-pations found nee-essary in the actualConstruction process.Examples of con-struction might in-clude:

(1) a dream, 191.1111-.trier retort;

(2) an astrodomestructure:

(3) a suburban home

13. SIMULATED'A CTIVITIES :GROUP OR INDIVI19UAL

1. Class will discuss and selecttypes of construction that mightfit into a particular community.Information that could be dele-gated for individual and/orgroup research might include:

(1) descriptive data on a com-munity;

(2) determination of area size(3) determination of service

capacity(4) obtain a resume of similar

construction;(5) listing of supplies and e-

quipment for shop construction;and, -

(6) procedure for maintaininga notebook on different occupa-tions discovered during con-struction project.

90

Homewood, Ill.: Goodheart-Willcox, 1967, pp. 47 -49.

SUPPLIES

Architect scale, pencil, 'anddrafting equipment as necesSar

B. SIMULATED ACTIVITIES:GROUP 0 DIVIDUAL

. previous resources.)

Local newspapers (bid sec-tions, industrial ads, homedescriptions, etc. ).

IYagazincs.

CONSTRUCTIONARNING EXPERIENCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS

MULATED ACTIVITIROUP OR INIMVI1 UA L

Class will discuss' and selectes of construction that mightnto a particular community.rmation that could be dele-d for individual andio-r

Sip research might include:) descriptive data on a corn-

ty;) determination of area size;) determination Of service.city;

) obtain a resurni?, of similars ruction;) -listing, of supplies and e-ment for shop construction;

) procedure for maintainingebook On different occupa-

s discovered during con-ction project.

lioniewood, Ill. : Goodheart-Willeox,_ 1967, pp. 47-49.

SUPPLIES

Architect scale, pencil, anddrafting equipment as necessa

B. SIMULATED ACTIVITIES:GROUP OR INDIVIDUAL

(All previous resources. )

Local newspapers (bid sec-tions, industrial ads, homedescriptions, etc. ).

Maga es.

B. SIMULATED ACTIVI-TIES: GROUP ORINDIVIDUAL

I. Requi e a sketch anddesign on selected con-struction area. This toobe used in later evalua-tion also.

OR

Possibly combine dillsketched and as a groupdevelop one as the best.

AND

Establish proceduresfor student notebookevaluation.

91 4.

OBJECTIVES

(4) the layout of aspace center; or,

(5) a particularindustrial plant.

2. To be exposed intogroup activities, asused in construction"gangs," the stu-dents will divide intoconstruction groups,

3.- To begin to viewvarious occupationsfound in constrne-tion, the student willbegin to list in hisnotebook occupa-tional characteris-

. tics found in hiS ownmodel construction.Traits could be;

(1) skilled, semi-skilled, profession.classification;

(2) educational &skill requirements; I!

CONSTRUCTION


2. Selection of group leaders(to be rotated), and determination of group activities involvedin the planning phase of con-struction.

3.a. Id6utify jobs particular to

his own model design.b. Visit representative con-

struction sites.c. Meet with representative

employers and employeesafter school.

, INSTRUQTIONAL RESOURCES

2. (All previous resources.)

FILM

"Getting to Know Me, EyeGate House, Inc. , 14601 Arch-er Avenue, Jamaica, N. Y.11935.


FILM

"Con6truction W orker s "' Ga.Film Library Service, Tifton,Georgia.

f 23

V

CONSTRUCTION

ARNING EXPERIENCES INSTRUCTIONAL RESOURCES

Selection of group leadersbe rotated), and deteninina-

n of group activities involvedthe planning phase of con-,uction.

Identify jobs: particular tois own model design.Visit representative con-

traction sitesMeet with epre sentative

mployers and employeester school,,

2. (All previous resources. )

FILM

"'Getting to Know Me, " EyeGate House, Inc., 14601 Arch-er Avenue, Jamaica, N. Y.11935.


FILM

"Construction Workers" Ga.ilm Library Service, Tifton,

Georgia.


2.a. List duties of a con-

tractor.b. List procedures

found in the planningphase of constructionsuch as buying andpurchasing land, deeds,titles, site selections,etc.

c. Discuss the role ofgroup activities.

3. Periodic check onnotebook. Each occu-pation should begin tofit the model emphasis.

OBSECTIVES

(3) working condi-tions.

4. Exposure to var-ious constructionoccupations will begained as the studentbecomes involved inthe construction ofhis own model.

a. Exposure to dif-ferent types of con-struction such asroad and bridgeconstruction.

b. The group willfill out forms onoccupations involv-ed in road and bridg-construction., Hewill be able to iden-tify several differ-ent occupations.

CONSTRUCTIONLEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

4.a. Observation of the different

sites and preparation needs initheir own community.

b". Construct a "sand box" forthe layout of their ownmodelsite.

e. Engage in planning phase of-construction such as:(1) design(2) drawing to scale working

drawings(3) consulting with local land

and survey grgup for tech-niques in site preparation.

d. Construct model.

5. Visit road or bridge con-struction site.

ORDesign and lay out a road

according to how it would appearon a surveyor's map.

C)ItFigure casts of a road or

bridge using state standards-,.-cost per foot.

94


FILM

"Architectural Drafting" Eti-cycippedia Britannica, Educa-tional Suite 202, 141 WilliamRoad, N. E. , Atlanta, Ga.30342.

. FILMSTRIP

"Surveyor s" EncyclopediaBritannica, 141 William Road,N.E. , Atlanta, Ga. 30342.

FIELD TRIP

CONSTRUPTIONARNING EXPERIENCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS

Observation of the differentites and preparation needs inheir own community.

Construct a "sand box." forie layout of, their own modelite.Engage in planning phase of

pnstruction suctiA,S:1) de signZ) drawing to scale working

drawings) consulting with local land

and survey group for tech-niques in site preparation.

Construct model.

Visit road or bridge con-uction

ORDesign and lay out a roadCording to how it would appeaa surveyor's map.

ORFigure costs of a road ordge using state standard s -lit per foot.


FILM

"Architectural Drafting" En-cyclopedia Britannica, Educa-tional Suite 2.02, 141 WilliamRoad, N. E. , Atlanta, Ga.30342.

5. FILMSTRIP

4. Site preparation couldprovide one source ofevaluation.

ORPlans could be eval-

uated by a team of ex-perts for style, origi-nality-, dimensions, lo-cation, etc.

ANDModel itself could be

judged by a panel of ex-pertS.

"Surveyors" EncyclopediaBritannica, 141 William Road,4.E., ,Atlanta, Ga. 30342,

FIELD TRIP

ANDNotebook will be

checked for occupationalinformation.,

5. Discuss with classresults of field tripwith emphasis on typesof 'equipment found' oc-cupations noted, andworking conditions.

ORTeacher design in-

strument to math oridentify specific jobii.

MANUFACTURINGLEARNING EXPERIENCE$ INSTRUCTIONAL RESOURCES

UNIT IMANUFACTURING

A. INTRODUCTION

1. The class will beintroduced to twosuggested structuresof studies concernedwith Manufacturing.

2. The class will beexposed to threepossible divisions ofmanufacturing.From this they willbegin to recognizevarious occupationsfound in manufactur-ing.

37

UNIT IMANUFACTURING

A. INTRODUCTION

1. Brief discussion on how man-ufacturing can be sub-dividedinto component parts for a studyof the, industry or technology.A definition of manufacturingshould evolve.

2.a. One phase, that of manage-

ment, will be discussed as toits role and responsibility inthe manufacturing process.

b. The production phase willbe discussed as it relates tothe making of parts, assemblyof these parts, and the prep-aration of the product fordistribution.

UNIT IMANUFACTURING

A. INTRODUCTION

1 BOOKS

Industrial Arts for the MiddleGrades Manufacturing. In-dustrial Arts Education,Vocational Education Div. ,Office of Instructional Ser-vices, Ga. Dept. of Ed. ,Atlanta, Ga. 30334.

Lux, Donald G. and Willis E.Rpay. The World of Manu-facturing, Bloomington,Ill. McKnight tk 'McKnightPub. Co. , 1971.

. RESOURCE PEOPLEa. Management per sonnet

such as a president, generalmanager, or general fore-man from a loal industry.

b. Skilled person in a localmanufacturing industry.

98

--ARNING

UNIT ifMANUy'ACTUR

INTRODUCTION

MANUFACTURING

NCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS

Brief discussion on how man-lecturing can be sub-dividedo component parts for a studythe indtistry or technology.definition of manufacturingould evolve.

One phase, that of manage-ent, will be discussed as t6s role and responsibility ine manufacturing process.The production phase will

e discussed as it relates toe,making of parts, assemblythese parts, and the prep-

ration of the. product forstribution.

UNIT IMANUFACTURING

A. INTRODUCTION

1. BOOKS

Industrial Arts for the MiddleGrades Manufacturing

Arts Education,Vocational Education Div.,Office of Instructional Ser-vices, Ga. Dept. of Ed. ,Atlanta, Ga. 3034.

Lux, Donald G. and Willis E.Ray. The World of Manu-fcturing, Bloomington,Ill.: McKnight & McKnightPub. Co. , 1971.

2. RESOURCE PEOPLEa. Management personnel

such as a president, generalmanager, or general fore-man from a local industry.

b. Skilled person in a localmanufacturing' industry.

38

UNIT IMANUFACTURING

A. INTRODUCTION

1. Question and answerperiod before and afterpre s entation.

2. Evaluation could be,,based on informationrecorded on an earlierhanded out data sheet.

ORClass participation

during presentationcould be used to de-termine strong point orweak areas to behandled later.

MANUFACTURINGOBJECTIVES

3. The student willbe introduced toseveral examples ofthe mass productionof several items.The studnt shouldbe able to begin tosee similar and con-trasting occupationsas presented.

ti

9


c. The phase of manufacturingdirectly related to 'the people,the personnel area, should beintroduced.

3. Handout of booklets for re-view and study.

OR

Showing of a film related tomass production.

*c. Personnel manager ormember of his staff.

BOOXLETS

"The Spark in Your Life-(spark plugs) AC Spark PlugDivision, Public RelationsDept. , 1300 North Dart High-way, Flint, Mich. 48556.

"The Evolution of MassProduction" Educational Af-fairs Dept. , Ford Motor Co. ,The American Road, Dear -borne Mich.

FILMS

"The Rouge" 20 min. , FordMotor Co. Film Library.

"Science and Technology"American Iron & SteelInstitute.

le

MANUFACTURING

INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONSARNING EXPERIENCES

The phase of manufacturingdirectly related to the people,the personnel area, should beintroduced.

Handout of booklets for re-ew and study.

OR

Showing of a film related toass production.

4

c. Personnel manager or ORmember of his staff. Direct question and

answer period followingpresentation.

3. BOOKLETS

"The Spark in YOur Life(spark plugs) AC Spark PlugDivision, Public RelationsDept., 1300 North Dart High-way, Flint, Mich. 48556.

"The Evolution of MassProduction" Educational Af-fairs Dept. , Ford Motor Co. ,The American Road, Dear-born, Mich.

FILMS

"The Rouge" 20 min:, FordMotor Co. Film Library.

"Science and Technology"American Iron & SteelInstitute.

i.e

3. Class discussion.

" OBJECTIVESMANUFACTURING

LEARNING, EXPERIENCES INSTRUCTIONAL RESOURCES,

UNITUMANUFACTURING

A. SPECIFICOCCUPATIONSIDENTIFICATION

1. Student willidentify and dif-ferentiate the broadareas of occupationsfound in manufactur-ing occupations.

By comparison andcontrasting manu-facturing occupa-tions by specifictitles, occupations,the student will be-gin to formulate aconcept of variousemployment pos-sibilities.

101

UNIT itMANUFACTURING

A. SPECIFIC OCCUPATIONSIDENTIFICATION,

fr

1. Discussion that will lead to'an identification of basic pro.,duction concepts and relatedoccupational general titles.(Preparing raw materials,making industrial materials,making components, combiningcomponents, preparing fordistribution,) Specific manu-facturing examples to be se-lected by teacher (ex. : auto-mobile, steel, electrical,etc. ).

2.a. Based on student choice of

a manufacturing technology,the student will develop apersonnel organization chartof his own design with thischart showing representativeoccupational titles found inthe,rnanagement division ofmanufacturing.

UNIT ItMANUFACTURING

A. SPECIFIC OCCUPATIONSIDENTIFICATION

BOOKS

Gerrish, H. H., 7echnIcalDictionary. Homewood,

: Goodheart-Willcox,1970.

Hoelscher and Springer,Engineerins DrawingGeometry, John Wiley andSons,

Hopke, W. E. , Careers &Occupations. N. Y. :Doubleday, Inc.

Industrial Arts for the MiddleGrades, Industrial ArtsEducation, Vocational Edu-cation Division, Office ofInstructiojial Services,Georgia Dept. of Ed. , At-lanta, Ga. 30334

MANUFACTURING

ARNING EXPERIENCES

UNIT 11'ivIAN.UFACTURiNG

SPECIFIC OCCUPATIONSWEN 'WNV

Discussion that will lead toidentification of basic Pro-

ction concepts and relatedcupatio`'rial general titles.epa ring raw materials'',Icing industrial materials,king componewsts, combining

mponentis, preparing forstribution. ) Specific main),cturing examples to be sb-.cted by teacher (ext.; auto-bile, steel, electrical,

C. ).

Based on student choice ofmanufacturing technologYbe student will develop a

ersonnel organization charthis own design with this

hart showing representativeccupational titles found inhe management division ofanufacturing.

INSTh'UCflONAL RESOURCES

1,1

NIT IIMANUFACTURING

A. sPEcTic pccpPApoNsIDENTIFICATION.

t3 13001<5

Getrish, H. H., TechnicalDictionary. -Homewood,lit ; "Goodheart-Willtok,1970. '

Hoelscher arikci. Springer,Engineering\Drawing &Geometry, brfin Wiley andSons.

Ilopke, W. E. , CareersOccupations. N. :

Doubleday, inc.

SUGGESTED EVALUATIONS_ .

uNrr itMANUFACTURING

A. SPECIFIC OCCUPA-TIONSTION

Industrial Arts for the middleGrades, Industrial ArtsEducation; VOcatiOnal Edu-cation Division, Office ofInstructional Services,Georgia Dept..of id., At-lanta, Ga. 30334

10

1. Upon completion ofthis section, the studentwill be able to providein a written or oialfr"form a working defini-tion of what is meant-1)ythe term manufacturing.,

ANDBy means of a writ-

ten report, the studentwill be able to show thatoccupations in manufac-turing are indeed di-verse,

a. Criteria for evaina-tion of chart: will beon content not form.

MANUI ACT4URING


b. The student will produce apie diagram using availabledrafting materials showing aspecific manufacturing ope-ration broken down into basicprodUction concepts.

Based-on student choice ofa 'manufacturing technology,the student will develop a personnel organization chartshowing representative occu-pational titles founck in theproduction'division of manu-facturing.

3. Student will listcareer possibilitiesin a specific area ofmanufacturing.

103

3.a., ",:Using the framework above,

student will select three, orrnijre speCific occupationaltitles that: Interest him. Us-inig drafting equipinetf, hewill design a bar chart showifjg present and future jobpOssibilitiesin these oceu-p4tions.

b. If possible, the studentbe required-to contact

arePresentative personactually working in an occuPation of interest to be used48 a resource person by him.


Lindbeck and Lathrop, GeneIndustry, Peoria, Ill. : Ben-nett Books.

Lux, Donald 0, and Willis E.Ray, The World of Mann- -facturing, Bloomington, Ill.McKnight & It.IcKnight Pub.Co., 1971.

Occupational Outlook Hand-book. Supt. of Documents,Washington, D. C.

Statistical Abstract; 1970.if. S. Government PrintingOffice, Washington, D. C.

104

lviANUFA Ci4ING°ARM:NG EXPERIENCES

The student will produce ate diagram using availableafting materials shoWng,a

pecific manufacturing ope-ation broken down into basicroduction concepts.

Based on student choice ofmanufacturing technology,e student will develop a per

onnel organization chartbowing, represelitiative pc ell-,ational titles found in theroduction divisiSn of manu-cturing.

ySTtUCVIQNAL RESOURCES,,

,Linelbeck andlEathr,op, GeneraInaustry, Peitria.;" Ill.nett Books.

sup CCt ST,ZD EVAL4IATIONS*4., 4

Lux, Dot kld G. and 'Willis E.Aix, The Worldef Manuifatturings.Bloomingtoh,114night tt Mcknight Pub:Co.,,

Evalgatiori Of piediagram will be basedon content not qualityof drawing. ,

c. Criteria, for evalua-,,tion will be on contentnot form.

Occupational qutlook Baud..book;. Supt. ofj)ocutrients,4,Washington, D. C.':

Statistical Abstract, 1970U. S., Government PrintingOffice, Washiu D. C.

'Using the framework above,tudent will select three orore specific occupationalties that interest him. Us-g drafting equipment, heill design a bar chart showg present and future jobssibilities in these ()CCU+

ations.

If possible, the studentII be required to contactrepresentative person

ctually working in an occu-ation of interest to be useds a resource person by him.

O

0,

b.' Oral, written, chrrole playing of rotor.."nation suppliedlation upplied tohim by resonrce.,person.

'MANUFACTURING


UNIT III`MANUFACTURING'

OCCUPATIONS

EDUCATIONAL~REQUIREMENTS

A. Entry Require-Manta Minimum.Overall ReqUire-menta

1.StUdentwill,list

the overall educa--tiotal require-ments for specificjots entry.

...

b. tilven a list ofjobs found in inatu-facitiring, theatudtidWill com-pile a data sheeto basic education-

needs. This tobe incorporatedinto a workbook ondata on manufacturing occupations.

UNIT IIIMANUFACTURING

OCCUPATIONS

EDUCATIONALREQUIREMENTS

A.1.a. Given a questionnaire by

the teacher, the student willcomplete this paper as heviews the film. Questionswill reflect needed educa-tional requirements.

105


OCCUPATIONS


A.1.a. Teacher prepared ques-

tionnaire.FILM:"The Electrical Worker"

#7379 (30 min. ), GeorgiaDepartment of Education.

Local Chamber of Com-merce publications.

b. 13001<:Dictionary of Occupational

Titles. Vols. I, II, & Sup-plement, Supt. of Doc.,Washington, D. C.

PAMPHLETS:"Education and Jobs, a

series of pamphlets to guideyoung people to jobs thatmatch different levels ofeducation and training. "Cat. No. 12.2:Ed bia, Supt.of Doc. , Washington, D. C.

MANUFACTURINGRNING EXPERIENCES INSTRUCTIONAL RESOURCES


OCCUPATIONS


Given a questionnaire bye teacher, the student will

ornplete this paper as heews the film. Questionsill reflect needed educa-

ional requirements.

1_

UNIT III 4MANUFACTURING

OCCUPATIONS


A.,1.a: Teacher prepared ques-

tionnaire.FILM:"The Electrical Worker"

#7379 (30 min. ), GeorgiaDepartment-6fEducation.

Local Chamber of Com-merce publications.

b. 13001<:Dictionary of Occupational--Titles. Vols. I, II, & Sup-plement, Supt. of Doc..,Washington, D. G.

PAMPHLETS:"Education and Jobs, a

series of pamphlets to guideyoung people to jobs thatmatch different levels ofeducation and training. "Cat. No. L. 2:Ed 8/Z, $opt.of Doc. , Washington. D. C.

I


UNIT IIIMANUFACTURING,

OCCUPATIONS


A.1.a. Group discussion

of film and relatedinformation.

b. Check of notebook.for data recorded.

OBJECT IVES

2. Certain readingand mathematicskills are necessaryfor entry level intovarious manufactur-ing occupations.This activity will in-troduce you to theeducational processof learning to readand use an outsidemicrometer.

c

MANUFACTURINGLEARNING EXPERIENCES

2.a. Using the teacher supplied

handout, record the indicatedmicrometer reading on thesketch itself.

b. Record the measured read-ing of the indicated dimen-sions of the following objects:(1) blade of a machinist com-bination square.

(2) 20 gauge sheet metal thick-*nese.(3) spindle diameter of a tu.1%.crometer


(Individual pamphlets maybe purchased separately):

(1)t"Jobs for which a col-lege education is usually re-quired. L2. 2:357/5:

(2) high school edu-cation is generally required. "L2. 2:J57/3:

(3) high school edu-cation is preferred but notessential,' L2. 2:J57/2.

(4) junior college,technIcal iaastitute, or otherspe-tialized, training is usuallyrequired." L2;2:4557/4.

BOOKS

B1;0%0414 Walter C. BasicMathematics, Homewood,Ill. : Goodheart.Willcox,1968, Unit 21, pp. 84-87.

Fraser, Roland R. and EarlL. Bedell, General. Metal,Englewood Cliffs, N. 3. :Prentice-Hall, Inc. , 1962,pp. 25, 27.

Gronemon, Chris H. and JohfiL. 1,-*eirer, General Shop,N. Y.: McGraw-Hill, 1963,p. 222.

MANUFACTURING.NCES . INSTRUCTIONAL RESOURCESARNING =PER

Using the teacher suppliedatidout, record the indicated

crometer reading on theketch itself.

Record the measured read-ng of the indicated dimen-one of the following objects:) blade of a machinist cow-,

binatioll square.2) 20 gauge. sheet metal thLck

nese.3) spindle diameter of a mirometer

(Individual pamphlets maybe purchased separately):

(1) "Jobs for which a col-lege education is usually re-quired. L2. 2:357/5.

(2) high school edu-cation is generally required. "12.2:357/3.

(3) high school edu-cation, is ;)ref erred but notessential. ! L2. 2:357/2.

(4) junior college,technical it;istitute, or otherspecialize4 training is usuallyrequired.!* L2. 2:357/4.

2. BOORS

Brown, Walter C. BasicMathematics, Homewood,Ill. : Goodheart-Willcox,1968, Unit 21, pp. 84-87.

Fraser, Roland R. and EarlL. Bedell, General Metal,Englewood Cliffs, N. 3.:Prentice-Hall, Inc., 1962,pp. 25, 27.

Grotiemon, Chris H. and Jo4L. Feirer, General Shop,N. Y.-: McGraw-Hill, 1%3,ry.. 222.


2.a. On a pro-determined'

accuracy guide, therecorded data will bechecked.

b. The conversion ofrecorded decimal tofraction will be check-ed for correctness.

108

erg

4

MANUFACTURINGOBJECTIVES

UNIT IVMANUFACTURING

OCCUPATIONS

siau.sREQUIREMENTS

A. ENTRY. REQUIRE-ME NTS

'1. Student will listparticular skill re-quirements for jobentry.-


c. Convert the decimal readingof the micrometer into frac-

. tions.

A.

UNIfIVMANUFACTUR ING

OCCUPATIONS

SKILLSREQUIREMENTS

ENTRY REQUIREMENTS

%I. Given a questionnaire bythe teacher, the student willcomplete this,paper as heviews a film. Questions will\reflect needed skill requite-ment s

109


Walker, John R., ModernMetal Working, Homewood,Ill.: Goodheart- Wilicox,1970, Unit 4, pp. 4-5 to 4- la

SUPPLIES

Teacher designed handout,micrometer, machinist com-bination square, piece Of 20gauge sheet metal and datasheet.

UNIT NMANUFACTURING

OCCUPATIONS

SKILLSREQUIREMENTS

A. ENTRY REQUIREMENTS'

1. Teacher prepared questionnaim

FILM:"The Electrical Worker"

#7349 (30 min. ) GeorgiaDept. of Education.

11

MANUFACTURING

RNING EXPERIENCES

Convert the decimal readingthe micrometer into frac-

one.


UNIT IVMAN UFA C T UR 'NG

OCCUPATIONS

SKILLSREQUIREMENTS

ENTRY REQUIREMENTS

Given a questionnaire byteacher, the student willplete this-paper as he

vis a film. Questions willlect needed skill require-nts.

r

'Walker, John R. ModernMetal WorkinS, Homewood,

Goodheart-Willcox,1970, Unit 4, pp. 4-5 to 4-1Q

SUPPLIES

Teacher designed handout,micrometer; machinist com-bination square, piece of 20gauge sheet metal and datasheet.

UNIT IVMANUFACTURING

OCCUPATIONS

SKILLSREQUIREMENTS

A.. ENTRY REQUIREMENTS

1. Teacher prepared ques-tionhair

FILM:"The Electrical Worker",

#7349 (30 min. ) GeorgiaDept. of Education.

, r.

SUGGESTED 'EVA LUA TIONS

UNIT IVMANUFACTURING'

OCCUPATIONS

SKILLSREQUIREMENTS

A. ENTRY REQUIRE-MENTS

1. Questionnaire re-flection of skills re-quirements.

MANUFACTURING

INSTRUCTIONAL RESOURCESOBJECTIVES LEARNING'EXPERIENCES

2.a. Measure, read, and record

the blade width of a screw-driver point using dividersand a rule. Accuracy will bewithin ± 1/32 inch.

2. Manual dexterityand operation of,various similar toolsare required by manyoccupations. Thisactivity will allowthe student to*ex-perience examplesof exac't measure-ment required inrelated occupationaldemands of a ma-chinist (600:280)6

11

b. Measure, read, and recordthe width, length, and heightof a handle of a steel squareusing an outside caliper.Accuracy will be within

1/32 inch.

c. Measure, read, and recordthe width and height of the'handle of a steel square usinga micrometer. Accuracy will/it within t. .001 inch.

2. BOOKS

Feirer, John L. GeneralMetals, N.Y.: McGimw-Hill, 1967, pp. 276-277.

Feirer, john L. & Tatro,Machine Tool Metalworking.N.Y. McGraw-Hill, q961,pp. 102-106.

Johnson, 'Harold V. MathineShop, Peoria, : Chars.'A. Bennett eo. , Inc. , 1963,pp. 70-73; 77-78; 80;437-90;92.

Ludwig, Oswald L. MetalWork, Bloomington, Ill. :McKnight & McKnight, 1962,pp. 49-51; 53-54; 61-65;73-74; 75-81.

Porter; Lascoe gt. Nelson.MaChint Shop Operationsand Setups, Chicago, 1967,pp. 22-23.

Walker, John R. ModernMetalworking. Homewood,Ill.: Goodheart - Wilcox,1968, pp. 4-1 to 4-25; 5-1to 5-2.

MANUFACTURINGARNING EXPERIENCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS

a. Measure, read, and recordthe blade width of a screvi-driver point using dividersand a rule. Accuracy will bewithin ± 1/32 inch.

. Measure, read, and recordthe width, length, and heightof a handle of a steel squareusing an outside caliper.Accuracy will be within± 1/32 inch.

. Measure, read, and recordthe width and height of thehandle of a steel square usinga micrometer. Accuracy willbe within . 001 inch.

Z. BOOKS

Feirer, John L. GeneralMetals, N. Y. : McGraw-Hill, 1967, pp. 276-277.

Feirer, John L. & Tatro,Machine Tool Metalworking.N.Y.: McGraw-Hill, 1961,pp. 102-106.

John fi on, Harold V. MachineShop, Peoria, Ill. : Chars.A. Bennett Co., Inc. , 1963,pp. 70-73; 77- 78;..80; 87-90;92.

Ludwig, Oswald L. M6talWork, Bloomington, Ill. :McKnight & McKnight, 1962,pp. 49-51; 53-54; 61-65;73-74; 75-81.

Porter, Lascoe & Nelson.Machine Shop Operationsand Setups, Chicago, 1967,pp. 22-23.

Walker, John Fe. ModernMetalworking. Homewood,Ill.: Goodheart - Wilcox,1968, pp. 4-1 to 4-25; 5-1to 5-2.

2.a. Accuracy of record-

ed dimensions withint 1/32 inch.

b. Accuracy of record-ed dimensions within± 1/32 inch.

c. Accuracy of record-ed dimensions within

. 001 inch.

AND

Discussion witbstudent(s) as to howhe felt working withhis hands within thesomewhat exactingdemands given.

01

OBIgCTIVES

3. Preference inhiring will frequent-ly be given to work-ers with some ex-posure to machineoperations. Thisactivity will allowthe student to beexposed to the joboperations similarto those of an in-jection molder op-erator (556-885).

113

MANUFACTURING


BOOKLET/KIT

From the L. S. Star e t Co.,

3. Making a screwdriver;1. mix color desired withplastic;

2; put P-400 polystyreneor P-500 polypropylenein cylinder.'

3. place blade in mold.4. close mold and place in

machine with center sprathole under nozzle andclamp 'hand tight;

5. inject plastic;6. part mold;7. holding blade, lift

screwdriver out of cavity;

Athol, Mass.r.

"How to Read" (Bul. No. 120pp. 2-4.

"Training Aid Kit" (No. 1701)"The Tools & Rules for Pre-

cision Measuring, 1965,pp. 34-38.

SUPPLIES

Dividers, outside caliper,rule, micrometer, screw-driver, and steel square.

3. BOOKS/ LITERATURE

Dictionary of OccupationalTitles. Vol. I, 1965, p.375, Supt. of Doc. , Wash-ington, D. C.

Industrial Arts Supply Co.,1408 West Lake St.,Minneapolis, Minn.

Polyethylene literature avaiidable from Technical Lit-erature Dept. , U. S. .Industrial Chemical Co. , 99Park Ave. New York, N. Y.

114

1

MANUFACTURING

ARNING EXPERIENCES

Making a screwdriver:1. mix color desired withplastic;

2. put P-400 polystyreneor P-500 polypropylenein cylinder,

3. place blade in mold.4. close Mold and place in

machine with center spruehole under no3zie andclamp l*and tight;

5. inject plastic;6. part mold;7. holding blade, lift

screwdri4er out of cavity;

INSTRUCTIONAL RESOURCES2..M.11.=10.111.11

BOOKLET /KIT

From the L. S. Starrett Co.,Athol, Mass. :

"Row to Read" (Bul. No. 1203app."Training Aid Hit" (No. 001)"The Tools Et Rules for Pre-.

ciaion Measuring, 1965,pp. 34-311.

SUPPLIES

Dividers, outside caliper,rule, micrcmeter, screwdriver, andohteel square.

3. BOOKS /LITERATURE

Dictionary of OccupationalTitles. Vol.$4, 1965, p.375, Supt. of Doc. $ Wash-ington, D. C.

Industrial At ;;Supply Co.,1408 West Lake St. ,-Minneapolis, Minn.

Polyethylene literature dvail-able,frOm Technical Lit-erature Dept. , U. S. Indus-trial Chemical Co. , 99Park Ave;. , New York, N.Y.

114


3. Screwdrive?Aandleshould be fully formedwithout sags or dis-colored.

AND

cus s with studei tthe wa'y he would thinkhe would feel doingrepetitive work day-inand day 'out.

OBJEcTrrEs

4. A lathe operatoris a skilled workman.Those who may usea lathe include amachinist (600. 280);set-up man (ma-chine tools-600.380tool and diemaker(600.280); and a ma-chine tool operator(600. 280). Thestudent will be ex-posed to a labora-tory exercise scrthat he will be ableto go through the .

set up and adjust-ment of a metallathe.

MANUFACTURINGLEARNING EXPERIENCES

8. place new blade in moldand repeat Cycle.

It should be noted that once theproper technique has been ac-

cred, one will only need tochange Molds to producedifferent items.


44. The stud nt will set up andturn a piece f stock betweentwo centers sing both a 3 jawuniversal chuck and then alathe dog.

EQUIPMENT/SUPPLIES

1. Injection moldingfi machine

2. Mold(s)3. P-400 Polystyrene or

P-500 Polypropylem4. M-136B Screwciii0er

Blade5. Appropriate colorant

4. BOORS

Johnson, Harold V. General-Industrial Machine Shop,Peoria, Ill. : Chas. A.Bennett Co. , Inc. , 1963,pp. 136-152.

night, Roy F.Operation. Bloomington,

: McKnight & McKnight,19b2, pp. 31-34.

ne Lathe

Ludwig, Oswald A. MetalWork: Technology andPractice. Bloomington,

: McKnight & McKnight,1962, pp. 437445.

MATERIALS . 116Instructor project sheet and

instruction or proceduresheet.

MANUFACTURINGICARNING EXPERIENCES

8. place new blade in moldand repeat cycleir

should be noted that once the'proper technique has been ac-quired, one will only need tochange molds to producedifferent items.

The student will set up andurn a piece a stock betweenIwo centers using both a' 3 jawtniversal chuck and then athe dog.


EQUIPMENT/SUPPLIES

1. Injection moldingmachimi

2. Mold(s)3. P-400 Polystyrene or

P-500 Polypropylene .4. M-136B Screwdriver

Blade5. Appropriate colorant

4. BOOKS

Johnson, Harold V. GeneralIndustrial Machine Shop,Peoria, Ill. : Chas. A.Bennett Co., Inc. , 1963,pp. 136-152.

Knight, Roy F. Engine LatheOzeration. Bloomington,'.111.: McKnight _& McKnight,1%2, pp. 31-34.

Ludwig, Oswald A. MetalWork: Technoloy andPractice. Bloomington,

McKnight & McKnight,1962, pp. 437-445.

MATERIALS,Instructor project sheet and

instruction or proceduresheet.

11.6


4. Observation of thelogical procedure bywhich the student per-forms the set-up andadjustment.

Ui

OBJECTIVES

UNIT VPROGRESSION ORADVANCEMENT

A. EDUCATIONAL/SKILLS

1. Student will se-lect at least threedifferent occupa-tions and listspecific, educationaland skilled require-ments for job entry.

117

MANUFACTURING


t

UNIT VPROGRESSION OR

A ANCEMENT

A. MICA. NAL/SKILLS


I. Students will be formed intopanels consisting of like oc-cupational clusters. An oralpresentation of similar jcbentry educational requirementswill be given. When appli-cable, a demonstration ofspecific skill needed for jobentry will be demonstrated bythe student, (Ex.: soldering61d.11s for electrical work;

TOOLS/SUPPLIES

1. Engine lathe (equipped)Z. Center drilled piece of

stock3. Spindle sleeve4. Live center and dead

center5. Face plate and lathe

dog6. 3-jaw universal chuck.



I. FILM:"Age of Specialization"

#4625 (1.3 min. ); Georgia Dept.of Education.

SUPPLIES:References, tools as need-

ed.

MANUFACTURING

ARNING EXPERIENCES


EDUCATIONAL/SKI LS

Students will be formed intonels consisting of like oc-pational clusters. An oral

resentation of similar jcbtry educational requirements11 be given. When appli-ble, a demonstration ofecific skill needed for jobtry will be demonstrated bye student. (Ex. : solderinglls for electrical work;

INS TR UC TIONA 1., RESOURCES

TOOLS/SUPPLIES.4

1. Engine lathe4equipped)2. Center drilled piece of

stock3. Spindle sleeve4. Live center.. and dead

center5. Face plate and lathe

dog6. 3-jaw universal chuck

UNIT VPROGRESSION ORA'DVANCEMENT

A, EDUCATIONAL /SKILLS

FILM:"Age of Specialization"

#4625 (13 min. ); Georgia Dept.of Education.

SUPPLIES:References, tools as need-

ed.


OR

Written or oral ex.pression of the studentconcerning topics suchas:1. working with one'shands;

2. working aroundmoving machinery;

3, repetitive work:4. getting one's hands

dirty;5. working alone.

UNIT VPROGRESSION OR

ADVANCEMENT


1. Evaluation of thissection will be made byevaluation of oral pre.-entation and/or demon-stration of ed. and skillrequirements.

2. Student will iden-tify procedures forupdating in educa-tional or skilled re-quirements.

3. Student will de-termine and list fac-tors that will aidhim in making de..cisions related tojob advancemeot.

MANUFACTURING


running beads for welders;micrometer reading demonstra-tion for machine shop; sliderule reading for technician; etc.

2. Student will compile and listprocedures to be followed forupdating or advancement in atleast three specific occupationtitles of his choice.

3. Written essay on what fac-tors he perceives as necessaryfor job advancement.

1.14


2. REFERENCE PERSONNEL1. Working personnel in

specific job.2. Local area vocational

high school instructors.3. Local area vocational-technical school instruc-tional staff.

BOOKS

Occupational Outlook Handbook,Supt. of Doc. , Washington,\D C.

Statist cal Abstracts. 1970,Supt. of Doc., Washington,D. C.

3. All previous resources.

0

MANUFACTURIIIG

of

ARNING EXPERIENCES INSTRUCTIONAL RESOURCESS

SUGGESTED EVALUATIONSning beads for welders;

crometer reading dernonstra-n for machine shop; slidee reading for technician; etc.

Student will compile and listcedures to be followed_forting or advancement in atthree specific occupation

s of his choice.

Written essay on what faxs he perceives as necessaryjob advancement.

Z. REFERENCE PERSONNEL1. Working persontiel in

specific job.Z. Local area vocational,

high school instructors.3. Local area vocational-technical school instruc-tional staff.

BOOKS

Occupational Outlook Handbook,Supt. of Doc. , Washington,D. C.

Statistical Abstracts, 1970,Supt. of Doc. # Washington,D.C.

3. All previous resources.

r

2. Interlocking evalua-tion in conjunction withlocal English teacher,guidance personnel ofreport.

3. Content of essaypaper.

OB*CTIVESMANUFACTURING


UNIT VIOCCUPATIONAL

ENVIRONMENTALCONSIDERATION

UNIT VIOCCUPATIONAL


F

OVERVIEW

The productionphabe of manufac-turing will be utilizedto expose the stu-dents to setting at-tribuffis and personalattributes as the re-late to considerationsin choosing and se-curing a job.

SETTING ATTRI..BUTES

a. \ he student willide tify settingattri utes pertain-ing to a. job selec-tion and will dif-ferentiate these asto factors in choos-ing an occupation.These attribute121will include:

A. OVERVIEW

A mass production activity ofan item such as a desk calendar,clip note holder, or game asshown on next page of this docu-ment. Emphasis can be placedon making of component parts,assembly of parts into a whole,and packaging for distribution.

B. SETTING ATTRIBUTES

1.a. Using the appropriatp sheet

metal equipment, each studentwill construct alone a one-piece metal box with lappedcorners and a single hem.


UNIT VI.OCCUPATIONAL


A. OVERVIEW

(All previous resources. )

Laboratory equipment, ma-terials, and supplies as avail-able.

. SETTING ATTRIBUTES

1.a. BOOKS

Bruce, Leroy F. and Leo A.Meyer. Sheet Metal ShopPractice, Chicago: Ameri-can Technical Society, 1%5,pp. 169-175, Z66-267.

122

MANUFACTURINGXARNING EXPERIENCES INSTRUCTIONAL RESOURCES

UNIT VIOCCUPATIONAL


OVERVIEW

A mass production activity ofitem such as a desk calendar,

lip note holder, or game asLiown on next page of this docu-sent. Emphasis can be placedIn making of component parts,lisembly of parts into a whole,lid packaging for distribution.

41.

SETTING ATTRII3UTES

Using the appropriate sheetmetal equipment, each studentwill construct alone a one-piece metal box with lappedcorners and a single hem.

UNIT VIOCCUPATIONAL

ENVIRONMENTALCOIISIDERA TION-

A. OVERVIEW

(All previous resources.

Laboratory equipment, Ma-Aerials, -and supplies as available.

B. SETTING ATTRIBUTES

1.a. 1100ES

Bruce, Leroy F. and Leo A.Meyet. Sheet Metal shop,Practice, Chicago: Ameri-can Technical Society, 1965,pp. 169-175, 266-267.

122

" ,

711110111011101...,IAMWIbl.,,. ;a.


UNIT VIOCCUPA'PIONAL


A. OVERy-IEW

Oral individual and/orgroup discussion of feel-ing towards segments ofactivities.

ORObservation of actions

of individuals or groups.OR

Written assignments.OR

Panel discussion or de-bates.

13. SETTING ATTBUTES

1.A. At the end of this

section, the studentwill be able to list ordiscuss at least threedifferentiable factorsthat would separateconditions found inworking alone as con-trased to working in agroup situation.

off

-MANUFACTURINGLEARNING EVERIENCES;

Group size and dy-namics in worksettings.

b. Indoor vs. out-door conditions.

124

601.


ANDWithin a simulated mass pro-

duction structure (emphasis onspecific job clatsification),the students as a body mayproduce such items as a sheetmetal funnel, trash receptacle(round or' square), or maga=zine holder.

b. Using the outside surrounding schopl facilities, a surpar will be formed to seekand li t raw materials foundand classify these as toeither being reproducible rawmaterials or extractive rawmaterials that could beutilized in a manufacturingprocess. Specific occupa-tions that are used to "pro-cess" or "gather" these ma-teriald will be noted withspecific climatic conditionsthat would affect such work.

y

4

Gronemon, Chris H. and JohnL. Feirer. General Shop,Homewood; : Goodheart-Willcox, 1963.

b. 'BOOK

Lux, Donald G. and Willis E.Ray. The World of Manu-facturing, Bloomington, Ill. :McKnight 8t McKnight, 1971,pp. 232.7251.

CHART

"Picture Set': Making Iron& Steel" United States SteelCorp., New .York, Room 1800,71 Broadway, N. Y. , Y.

PAMPHLET

"The Railroad Rail--RawMaterials to Right of Way"Bethlehem Steel Co., Pub.Dept., Bethlehem, Pa.

4 4,.11".

MANUFACTURINGARNING EXPERIENCES

ANDWithin a simulated mass pro-uction structure (emphasis onpecific job classification),e students. as a body may

roduce such items as a sheetetal funnel, trash receptacle

round or squ'are), or maga-ine tiolder.

Using the outside surround-g' school facilities, a survey

arty will be formed to seeknd.list raw materials foundnd to classify these as toithernpeing reproducible rawaterials or extractive rawaterials that -could be

tilizt;d in a. manufacturingrocess. Specific occupa-ons that areused to "pro-°ess" or "gather" these ma-rials will be noted with

pecific limatic conditionsat would affect such work.


Gronernon, Chris H. and JohnL. Feirert General 5hOp,Homewood, Ill. Goodheart-Willcox, 1963.

b. BOOK

Lux, Donald G. and Willis E.Ray. The World of Manu-facturing, Bloomington, Ill.McKnight & McKnight, 1971,pp. 232-251.

CHART


"Picture Set: Making Iron& Steel" United States SteelCorp: , New York, Room 4800,71 Broadway, N. N. Y.

PAMPHLET

"The Railroad RailRawMaterials to Right of Way"13A41ilehein Steel Co. , Pub.Dept. ;' Bethlehem, Pa.

12

b. At the end. of this sec-tion, the student will berequired to list severaladvantges and disad-vantages as found inout-door supportativeoccupations.

ORTake an arbitrary po-

sition of either in orout-door work and beable to list several .

reasons why he wouldor would not like suchworking conditions.

ORList several advan-

tages and disadvantagesas found in in-door oc-cupations.

MANUFACTVRING


FILM

c. Working hours 84salaries.

d. ponsibilities.

e. Working locations:1. ground /.

elevated2. mobile/fixed3. urban/rural

. Hazards,1 126

ANDUsing the existing laVoratory-,

the student will produce a listof manufactured products thereand will attempt to identifyspecific raw materials fbundin such products. This re-search, is to contrast indoorand oOtdoor conditions.

c-f. The student will list anddifferentiate faci that areinclatde4troth. occupationalchoice as salary, hoursof work, responsibilities,Working locations and hazards.Sithulation of several of thesefactors Can be accomplishedin the laboratory involvementin the production of a salablegood; fdr ex. a corporationdissolved and profits shared.Such a mass predttced itemcould include: a high inten-sity desk lamp; and/or aneconomic ignition and sparkplug tester.

"Curtains of Steel" RepublicSteer Corp. , Public RelationsDept., Republic Bldg., Cleve-land, Ohio.

INTEGRATED TEACHINGAIDS

(Filmstrip, teachers guide,text, bottled samples of rawmaterials)"KIT: How Steeol,is Made"United St4tes Steel Corp. ,N.Y. , Room 11300, 71 Broad-way, N. Y. , N.Y.

c-f. BOOKS

Gerrish, Howard II. Tran-sistor Electronics, ffOrTle-wood, Ill.: Goodheart-Willcox, Inc. , 1969, pp.122-125. (High intensitylamp. )

sr

Lux, Donald G. and Willis E.Ray. The World of Mantic,_..1,4factoring, (Studen7Labox460tory Manual), Bloomington,Ill.: McKnight tic McKnightPub. Co. , 1971, pp. 311-365. (Lamp)

MANUFACTURINGARNING.EXPERIENCES

ANDUsing the existing laboratory,

the student will produce a list'of manufactured products thereand ;mill attempt to identifyspecific raw materials fotandin such products. . This re-search is to contrast indoorand outdoor conditions.

The student will list andferentiate factors that are

nautled in an occupationalchoice such as salary, hoursf work, responsibilities,orking locations and hazards.=illation of several of theseactors can be actirmplishedn the laboratory` involvement.n the pioduction of a. salable-ood; for ex. : a corporationissolved and profits shared.uch a mass produced itemould include: a high intt,-ity desk\lamp; and/or anconotnic ignition and spark,lug tester.


FILM

"Curtains of Steel" RepublicSteel Corp., Public RelationsDept., Republic Bldg. , Cleve-land; Ohio.

INTEGRATED TEACHINGAIDS

(Filmstrip, teachers guide,text, bottled samples of rawmaterials,"KIT: How Steel is Made"United States Steel Corp.,N.Y. , Room 1800, 71 Broad-way, N. Y.

c-f. BOOKS

Gerrish, Howard H. "Tran-sistor Electronics, Home-wood, Ill. : Goodheart-Willcox, Inc. , 1969, pp.122-125. (High intensitylamp. )

Lux, Donald (. and Willis E.Ray. The World of Man:44...,,fa ctur ins , (Studen-tiLaboAitory Manual), Bloomington,Ill. : ,McKnight at McKnightPub. Co., 1971, pp, 311 -365. (Lamp)


c-f. If a corporation isformed, the profitswould be a good indexof success.

ORObservation of

student conversation,actions, involvement,etc. could provide in-formation for evalua-tion.

ORTeacher designed

testing instrument.

MANUFACTURINGLEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

Steinberg, William P: andWalter B. Ford. BalicElectricity & Electronics,

. Chicago: Americin Techni-.cal Society, 1964, pp. 209-210. (Ignition and SparkPlug Tester)

2. The student willdescribe writingfactors that are proand con in his re-a-onship in theselection of an occu-pation based on set-ting Attributes.

3. The strident willlist considerationsto be made in afl oc,;.cupational ch,oicebased on personalattributes that willinclude:

I. social accept-,

2. physical re-quirements.

3. psychologicalconsiderations.

Z. Based on experiences gainedby the student in the precedingactivities, the student will -com-pile a resume of factors he con-siders as pro or con in settingattributes as roLited to an oc-cupational choice.

3. A panel will be formed con-sisting of students and resourcepersonnel to discuss considera-tions listed.

(All previous resources.)

RESOURCE PEOPLE

1. Teacher2. Guidance personnel3.- Actual workers4. Parents5. Personal preference-

surveyA

. (All previous resources. )

1::

MANUFACTURINGARNING EXPERIENCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS ..

0

Based on experiences gainedthe student in the precedingivities, the student will com-e a resume of factors he con -ers as pro or con in-settingributes as related to an oc-

tional choipe..

Steinberg, William F. andWalter B. Ford. BasicElectricity & Electronics,Chicago: American Techni-cal.Socieiy, 1964, pp. 209-210. (Ignition and SparkPlug Tester)

. (All previous resources.)

RESOURCE PEOPLE

1 Teachere. Guidance pe sortnel

. Actual workers4.. Pare.....

. -Personal preferencesurvey

A panel:will be formed eonstittg of students, and resourcesonnel to discus's considera-

ns Listed.

3.1 (All previous resources. )

1 6

2. Evaltlation based oncontent in resurnd andgroup discussion.

3. GyOup question andanswer session.'

OR

Individual and/or`group written tutnina.ry.

4-

OBACT1VES

'UNIT VIIOCCUPATIONAL

CHOICEFACTORS-

I The student will,select at least threeoccupational titlesin which he has ex-pressed interest:He will compile abrief resurn6 of hisstudies of ,these oc-cupations that willinclude:a. specific job

classifications;b. educational and

skill requirements;e. specific environ-

mental conditionhe feels is Impor-tant;

d. list future eco-nomic outlook foroccupations;

e. will list present'employment .po s -sibilities:

f. will list his likesand dislikes as re-lated to an occupa+tional choice.

MANUFACTURING 4-LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

UNIT VIIOCCUPATIONAL

CHOICEFACTORS

1. The student will turn in abrief written report that incor-porates all the objectives listedunder Unit IV.


CHOICEFACTORS

I. (All previous resources.)

MANUFACTURINGARNING EXPERIENCES INSTRUCtIONAL RESOURCES


CHOICEFACTORS,

The student will tura in aa written report that incor-

rates all the objectives listedr Unit IV.

4


CHOICEFACTORS

( All previous resources. )



CHOICEFACTaRs

1. Evaluation of writtenreport with care givento specific trends ininterest that appear tobe being expressed.

.

-4

TRANSPORTATIONotirtcTrvEs LEAR G EXPERIENCES INSTRUCTIONAL RESOURCES

UNIT ITRANSPORTATION

A. INTRODUCTION

1. The student will beable to describeorally or list the op-eration and purposeof the program.

Z. The student will b,introduced to some othe significant changein the development oftransportation rele-vant to our westerncivilization.

I

UNIT ITRANSPORTATION.

A. INTRODUCTION

1. Group nesting of all studentsinvolved in camber transporta-tion. Teacher will give an oraloverview of the transportationobjectives, activities, and eval-uation procedures.

3

Z. Identify four different modelsof automobile, plane, or ship(since around 1900) with ten yearintervals, showing significantimprovement. Design a chartor collage description of ad-vancement.

.


A. INTRODUCTION

1. RESOURCE PERSON

The Industrial Arts instruc-tor.

Z. BOOKS & REFERENCES


Encyclopaedia Britannica

"Transportation Progress"booklets available from:General Motors Corp.. Public

Relations Staff, Room 1-101,General Motors Building, De-troit, Michigan 48202.

FILM

"Before Saturn" (HQ a7611962;14 min. --from NASA John IF.Kennedy space Center, CodeSOP 323, Kennedy Space Cen-ter, Florida 32899.

S

.4

TRANSPORTATIONARNING EXPERIENCES INSTRUCTIONAL RESOURCES'

UNIT ITR A NSPOR TA TION

INTRODUCTION

UNIT!TRANSPORTATION

A. INTRODUCTION

Group meeting of all students di. RESOURCE PERSONolved in career,tronsporta-a. Teacher will give an oralirview of the transportation tor,ectivee, activities, and eval-ion procedures.

The Industrial Arts instruc-

Identify four different- modelsutornobile, plane, or ship

lice around 1900) with ten yearorvals, showing significant)rovernent. Design 4- Ulancollage description of ad-cement.

Z. BOORS ?1( REFERENCES

Encyt.lopedia Americana

Encyclopaedia Britannica

"Transportation Progress"booklets available from

General Motors Corp., PublicRelations Staff, Room 1.-101,General Motors Building, De-troit, Michigan 48202.

FILM

"Before Saturn" (HQ a76,196214 rni.r!,., --from NASA JohnIF.Kennedy space Center, CodeSOP 323, -.Kennedy Space Cen-ter, Florida 32899.



A. INTRODUCTION

I. The teacher, uponcompletion of the in-troduction, will directoral questions to thegroup and/or individualsto obtain degree ofcourse (operation andfunction) understanding.

_Chart or collagewill be evaluated as tocontent. It will bejudged on a pre-des-cribed number of re-quired modes of trans-portation and numberof significant majorimprovements.

1 4

TRANSPORTATION

INSTRUCTIONAL RESOURCESOBJECTIVES

The student will,in a written form,present specific in-formation in regard'to occupations, edu-cational requirementsexamples of types ofjobs, skills as well ashazards involved inoccupations currentlyemployed under thebroad heading of land,sea, and air trans-portation.


3.a. Fill out sample job attplica-

tion form. Contrast betweenthe occupations of land, sea,and air.

b. By role playing, "sell" your-self to a personnel managerduring a personal interviewand emphasize your skills andeducational attainments basedon research of minimum re-quirements in an occupationof your choice.

c. Write a,sarilple job resumewith emphasis on minimum re-quirements for job entry basedon your research.


Dictiary of OccupationalTitM1Vols. I & II & Supple-ment). Supt. of Documents,Washington, D. C.

How to Find and Apply for aJob. South-Western Pub.Co., Chicago, Ill.

Odcupationar Outlook Handbook.Supt. of Docut=t17, Washing-ton, D. C.

FILMS

"Career, " Double Day, Cal -shoun Co., Atlanta, Ga. (8mm-

16mm)"Occupation: Auto Mechanic"

16mm (various occupations)from Marketing Staff, ServiceSection, General Motors Build-ing, Detroit, Mich. 48202.

"The American Road, " FordMotor,Co., Dearborn, Mich.16mm,

FILMSTRIPS & RECORD.

"Trans. & Com. ", CalhounCo., ,Atlanta, Ga. 16mm.

1 61

TRANSPORTATION:ARNING EXPERIENCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS

Fill out sample job applica-onform. Contrast betweenlie occupations of land, sea,ad air.'

-By role playing, "sell" your-slf to a per sonnet managerfiring a per son,a1 interviewid emphasize your skills anducational attainments basedresearch of minimum re-

airements in an occupationyour choice.Write a sample jot) resume

ith emphasis on"Illinitnam, re-hirements for job entry basedh your research.


Dictionary of OccupationalTitles (Vols. I & Il& Supple-ment). Supt. of Documents,Washington, D. C.

How to Find and Apply for aJob. South-Western Pub.Co.,. Chicago, Ill.

Occtwational Outlook Handbook.Supt. of Documents, Washing-ton, D. C.

FILMS...46.4.00

"Career," Double Day, Cal-houn Co., Atlanta, Ga. (Eirnm-16mrn)

"Occupation: Auto Mechanic"16inin (various occupations)from Marketing Staff, ServiceSection, General Motors: Build-ing, Detroit, Mich. '48i02.

"The American Road, " FordMotor Co., Dearblr, Mich..16nun.

FILMSTRIPS & RECORD.

"Trans. & Corn. ", CalhounCo. , Atlanta, Ga. 16rnm.

6

3;a., Select and fill out two

different job applica-tion forms correctly.(These forms may beobtained from localsources or one maybe designed by the'teacher to test forspecific informationfrom student's re-search.)

b. Observation of stu-dent's attitude, infor-mation discussed, andclass participation ina group discussionfollowing role playing.

c. This resume willbe viewed from a con-tent criteria and maybe shared with com-munications skillteacher for his orcomments.

a-

TRANSPORTATIONOBIECTIVES LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

"4. To show some di-versification in trans.-

-portation occupations,some unusual or sel-dom mentioned occu-pations will be ititro-duced. These mayinclude:Automobile Racer:

13,248,Bus Driver: 912.463Commer Cial Airplane

Pilot: 196.283Ship Pilot: 197.133

UNIT IITRANSPORTATION

A. WATER, PERSON-AL & PLEASURE

1. Distinguish be-tween a trans-At-:lantic ship; localcruiser and a per-sonal run-about boatin 'regard to purpose,personnel, and car -rier description.

4.a. Outside assignment to identify

interview, and describe charac-teristics of unique or seldom

nt occupations. Thisinformati n to be presented tothe : = to produce a pamph-let " i nique TransportationOcc pations."

b. Discussion held by panel ofstudents on research on uniqueoccupations.

UNIT ItTRANSPORTATION,

A. WATER, PERSONAL AND1PLEASURE

1. Produce from magazine andother sources photograph andclipping emphasizing:a. trans-Atlantic ship

(1) purpose-(2) traveling distance(3), types of operational per-

sonnel(4) vessel description

4. RESOURCE PEOPLE

Guest speaker who has aunique occupation.

On-the-job visit to uniqueoccupations by individualstudents after school.

UNIT UTRANSPORTATION

A. WATER, PERSONAL AND.PLEASURE

1. CATALOG & BROCHURES

"Fishing and Boating Equip-ment Catalog (39K7564 "Sears, Roebuck, & Co., At-lanta, Ga. 30308.

"A Liner in Port" (Brochure222-1). Ship TraVeling Agen-cy, Mobile, Alabama-.

FILMNashville Product Co. Nash-

ville, Tenn.

14 e"!

TRANSPORTATIONARNING EXPERIENCES

Outside assignment to identifyterview, and describe charac-Jristics of unique or seldomentioned occupations. Thisormition to be presented to

e class to produce a< pamph-t " "Unique Transportationvcupations. "Discussion held by panel of

tudents on research on uniqu'eceupati ons,

itNIT IIANSPoRTATION.

ATER, PERSONAL ANDLEASURE

Produce from magazine ander sources photograph andping emphasizing:trans-Atlantic ship) purpose) traveling distance) types of operational per-

sonnel) vessel description

INSTRUCTIONAL RESOURCES'

4. RESOURCE PEOPLE

Guest speaker who has,unique occupation.

On-the-job visit to uniqueOccupatiOns by individualstudents after school.

UNIT IITRANSPORTATION

A., WATER, PERSONAL ANDPLEASURE

1. CATALOG & BROCHURES

"Fishing and Boating Equip-ment Catalog (39K7560). "Sears, Roebuck, & Co. , At-lanta, Ga. 30308.

"A Liner in Port" (Brochure222-1). Ship Traveling Agen-cy, Mobile, Alabama.

1.4.%

FILMNashville Product Co. , Nash-

ville, Tenn.

SUGG.

TED EVALUATIONS

4.a. production of pamph-

let as viewed from con-tent material.

b. Peer evaluation onpresentations.

UNIT IITEA NSPOR TA TION

A. WATER, PERSONALAND PLEASURE

1. Content evaluationof display poster aildclipping of types ofengines used in trans-Atlantic traveling,per soriai run-about.

TRANSPORTATION

OBJECTIVES LEARNINA EXPERIENCES INSTRUCTIONAL RESOURCES

2. identify five majorskills occupations in-volired in a trans-Atlantic ship and con-trast these skills withthose involved in apersonal run-aboutboat..

b. local cruise(1) purpose(2) traveling distance(3) personnel and related oc-

cupation(4) vessel description

c. persdnal run-about boat(1) purpose(2) traveling distance(3) related Occupation,(4) vessel types and descrip-

tion

2.a. Contact ship liner head-

quarters for:(1) qualifications(2) educational requirements(3) opportunities(4) earnings(5) hazards

b. Visit local marine repairshop:(1) observe and question per-

) sonnel:(a) skills involved(b) advancements(c) salary

139

FILMSTRIPS

The Panama Canal ERL-Record, Ships Large 4n4 Small'222-3, Nashville Product Co. ,Nashville, Tennessee.

The Work Ships Do, 222-1,Nashville Product Co., Nash-ville,, Tennessee.

Trahsportation Set, CalhounCo., (Atlanta, Ga.

2. BOOKS

Dictionary of OccupationalTitles. Supt. of Documents,Washington, D. C.

Occupational Outlook Hand-book. Supt. of'Documents,_Washington, D. C.

RESOURCE PERSONS

People representing localoccupational offerings.

140

TRANSPORTATION

KRNING EXPERIENCES

local' cruise) ptirpose) traveling distance) personnel and related oc-

cupation) vessel descriptionpersonal run-about boat)1 purpose

C) traveling distance) related occupation

I) vessel types and descrip-tion

Contact ship liner head-uarters for:i) qualifications) educational requirements) opportunities

It) earnings5) hazards

`Visit local marine repairhop:1) observe and question. per-

sonne4:(a) skills involved(b) adyancernents(c) salary

. INSTRUCTIONAL RESOURCES

FILMSTRIPS

The Panama Canal ERLRecord, Ships Large and Small222-3, Nashville Product Co.,Nashville, Tennessee.

The Work Ships Do, 222-1,Nashville Product Co., Nash-ville, Tennessee.

Transportation Set, CalhounCo., Atlanta, Ga.

2. BOOKS

Dictionary of OccupationalTitles. Supt. of Documents,Washington, D. C.

Occupational Outlook 1-land-book. Supt. of Documents,Washington, D. C.

RESOURCE PERSONS

People representing localoccupational offerings.

140

SUGGESTED EVALUATIONS.-.

2.a. Vtrittqn or ,oral re-

port of visit. If givenout before hand, aspecific data sheet tobe filled out duringvisit could be taken upimmediately followingthe trip and this eval-,uated.

b. If slides of visitwere taken, discus-sion of occupationimplications couldgive insights into stu-dent views.

TRANSPORTATIONOBJECTIVES

3. The student willcontrast between thedifferent power sourceof a run-about boatand a trans-Atlanticship, and occupationskill required bysome in upera-don and maintenanceoI these sources ofpower.

LEARNING EXP'E'RIENCES

c. Develop and show line ofpositions in management bychart of the occupation' in arepresentative occupation.

d. Simulate: preparing totravel abroad:(1) 'passport42) purchlaing of ticket(3) insurance(4) scenery


3.a. Identify and when possible .

display various types -of fuelused.in ship, cruise, andboats.

b. Given a small gasoline eng-ine, the student will dismantleand re- assemble the engine tobe introduced to tools andskills required in performanceof maintenance duties.

c. Compile a list of sources ofpower.

3. BOpK

Purvis, Jud. AU About-SmallGas Engines, HotnewoOd,Ill.: Goodheart-Willcox, 1970

BOOKLETS & FILMS

From General Motors FilmLibrary & General MotorsCorp. , Public Relations Staff,.loom 1-101, General MotorsBVilding, Detroit, Michigan48202:

"A Power Primer" and"Diesel, The Modern Power"

(booklet)"The Story of Power"

FILMSTRIEWOutboard Motor s--ncA, Cal-

houn Co., Atlanta, Georgia.

TRANSPORTATIONARMING EXPERIENCES INSTRUCTIONAL RESOURCES

Develop and show line ofsitions in management byrt of the occupation in a

eliresentative occupatioll.Simulate: preparing toavel)abroad:) passport) pure,,hasing of ticket) insurance) scenery

Identify and when possiblesplay various types of fuel

sed in ship, cruise, andits.Given a small gasoline eng-e .student will dismantle

re-assemble the engine tointrOuced to tool's andlie required in performancemaintenance duties:Compile a list of sources ofwer.


3. -BOOK

Purvis, Jud. All About SmallGas Engines, Homewood,Ill. : 'Goodhea.rt-Willcox, 1970

c. Chart, contentchecked against pre-determined and exAplained criteria.

11. Observation ofactivities.

3.Va. Display construc-

tion awd content.

BOOKLETS & FILMS

From General Motors FilmLibrary & General Motors'Oerp. , Public Relations Staff;Room 1-101, General Motors

,,Building, Detroit, Michigan482,02:

"A Power Primer" and"Diesel, The Modern P er'

(booklet)"The Story of Power"

4.

OutbOard Motors-4)14, Cal -houn Co.., Atlanta, Georgia.

b. Attitudes expreis-, ell on working con.;'

(lit-inn in related jobs.Can. be oral or writ-ten.

c. List construction.OR

Brief paper onsources of power to-day and how you would,like to be involved inworking with them.

4, 4

r-

4. Actively seek andpresent informationabout rules, policies,education and expec-tations associatedwith a given worktask involved inwater transportation.

5. Study the jobsthat are found in apleasure craft ma-rine., Objective willinclude:

The student will i-dentify some of thepersonnel involved inthe marine industry.

Seek informationabout rules, policies,expectations of anoutboard-marinedealer.

Student will identifylocation of employ-ment opportunities.Students will listfactors that will in-fluence future growthand development ofthe marine industry.

143

TRANSPORTATIONLEARNING EXPERIENCES

4. Role playing concerned withoccupational aspects of a chosenoccupation with discussion ofwhy or why not you would likethis as a chosen career.

5.a. Simulate the operation of a

pleasure craft, outboard ma-rine dealer:(1) .Owner

(a) insurance(b) purchasing(c) tax(d) iales(e) advertising

(2) Salesman(a) meet people(b) promote product(c) write sale slips(d) know inventory(e) flexibility (understand

,,peoples' needs)(3) Rigger

(a) outfit boats(b) general maintenance(c) boat rigging repair(d) fiberglass repair

INSTRUCTIONAL RESOUnCES

4 BOOKLETA

"Chapman'sPiloting, Sea-manship, and Small BoatHandling. (6K62714) Sears,Roebuck co., Atlanta, Ga.30308.

5. PAMPHLET/REFERENCEt

"Job Analysis" Cat. No. L7.61:E3. Supt. of Documents,Washington, D. C.

Dictionary of OccupationalTitles, Vol. 1. Cat. No. L7.2:0c1/965/--v.1; Vol. 2 Cat.No. L7.2:0c1/965/v. 2; Sup-plea), ent Cat. No. L7.2 :0c 1/965/.supp. 2.

TRA NSPARENCIES

Out Board Motor, CalhounCo., Atlanta, Ga.

TRANSPORTATIONRNING EXPERIENCES INSTRUCTIONAL RESOURCES SUGGESTED EVALUATIONS

Role playing concerned withupational aspects of a chosetpation with disctission ofor why not you would likeas a chosen career.

4. BogidET,

Simulate the operation of aleasure craft, outl;sOard maine dealer:) Owner

(a) insurance(b) purchasing(c) tax(d) sales(e) advertising

) Salesman(a) LL'meet people(b) promote product(c) write .sale slips(d) know inventory(e) flexibility (understand

people& needs)) Rigger

(a) outfit boats(b) general maintenance(c) boat rigging repair,(d) fiberglass repair

' Chapman' 5- -.Piloting, Sea:manship, and Small BoatHandling. (6K62714) Sears,Roebuck Co.., Atlanta, Ga.30308.

5. ET/REFERENCES

'q6b Analysis** Cat. No. L7.61:E3. Supt. of Docurnen sWashington, D. Co

Dictionary of OccupationalTitles; Vol: I. Cat: No. L7.2: 1/965/v. 14, Vol. 2 Cat..No. 1.7. 2:0c1/965/v. 2; Sup-plenient Cat. No'. L7. ',2:0c1/965/ supp. 2.

TIWNSPARE.NCIES

Out*Board, Motor, CalhounCo., Atlanta, Ga.

4. Panel discussion"and .evaluation ofactivity.

Discussions amongstudents and teachers.

OR

EValt,tation paper.

OR

Explairuor demon-strate simple and basic,skills learned aboutthe marine industry.

OBJECTIVESTRANSPORTATION


(4) Mechanic(a) repair outboard engines(b) general knowledge of a

wide variety of marineengines

(c) change oil in lower unit(d) replace and inspect

ignition system(e) replace and repair car-

. buretor s(f) rebuild power heads and

er units

UNIT IIITRANSPORTATION

A. ,MAINTENANCE

1. The student willidentify some per-sonnel involved intransportation main-tenance, with em-phasis on duties,skill;requirements,and earnings.

r- 1 5

b. Service a small pleasurecraft in'clais to give experienc


A. MAINTENANCE

1. As a research project, thestudent will identify in a writtenlist some of the people directlyinvolved in ,maintenance. In-formation as to pay, skills,requirements, educational re-quirements, social acceptance,and environmental conditionsshould be contrasted.

INSTRUCTIONAL'RESOURCES

RESOURCE PERSON/FIELD TRIP

Have district representativegive a talk on the marine busi-ness.

Have a mechanic come andgive a talk on the requirementsand job opportunities in themarine field.

Take a field trip to the hear-est 'marine dealer.


A. MAINTENANCE

1. BOOKS

Dictionary of OccupationalTitles (Vols. I & II & Supple..ment). Supt. of Documents,Washington, D. C.

Occupational Outlook Handbook.Supt. of Documents, Wash-ington, D. C. 146Stockel, Martin W. Auto Ser-vice and Repair. Homewood,Ili.: Goodheart-Willcox Co.,

TRANSPORTATIONARNENG,EXPERIENCES INSTRUCTIONAL RESOURCES

4),jvieclianicla) repair outboard engines(b) general knowledge of a

wide variety of marineengines

(c) change oil in lower unit(d) replace and inspect

ignition systemreplace and repair caburetorsrebuild power heads andlower units

(e)

(f)

Service a small pleasure .

raft in class to give experien

UNIT IIINSPORTATION

MAINTENANCE

As a research project, thedent will identify in a writtensome of the people directly

olved in maintenance. In-mation as to pay, skills,uirements, educational re-rements, social acceptance,environmental conditions

uld be contrasted.

RESOURCE PERSON/FIELD TRIP

Have district representativegive a talk on the marine busi-ness.

Have a mechanic come andgive a talk on the requirementsand job opportunities in themarine field. 4

Take a field trip to the nearèst marine deaier.


A. MAINT.NANg

1. BOOKS

Dictionary of OccupationalTitles (Vols. I & II & Supple-ment). Supt, of Documents,Washington, D. C.

Occupational Outlook Handbook,Supt. of Documents, Wash-ington, D. C. 1.A3

Stockel, Martin W. Autovice and Repair. Homewood,Ill. i Goodheart-Willcox Co.,"1970.



`MAINTENANCE

1, Individual lists willbe compiled Into onelist and checked'to seecontrast and, likenessesof responses,

TRANSPORTATION

OBJECTIVES LEARNING EXPERIENCES.

B. SERVICE

1. Given the functionsperformed at a ser-vice station, thestudentwill be ex-posed to the variousjob requirementsrepresented in ser-vice as found in such

s).tuation. Thesemay also relate toother service occu-pations.

1,47

B. SERVICE

1.a. Simulate gasoline -servicestation in operation_ includingthe following occupations:(1) Owner/Manager(2) Outside Labors:

(a) 'gas pump labors(b) air and water(c) oil check and windehi

(3) Inside labors:(a) sale,sman(b) tire repairman(c) car wish(d) brake Service'(e) minor repairman(f) safety inspection


Stockel, Martin W. Auto Me-chanicp Fundamentals*,Homewood, Ill.: Goodheart..Willcox Co., 1970.

Toboldt, W. K. and Larryjohn son. Automotive Ency-clopedia, Homewood, Ill. :Goodheart-Willcox Co., 1970.

FILM

"Occupation: Auto Mechanic."From Marketing Staff, ServiceSection, General Motors Build-ing; Detroit, Michigan 48202.

B. SERVICE

1. BOOKLETS/FILMSTRIPS

"An Introoluction Co the 'Auto-motive Electrical System"DR-9010.-BookletDR-9010KFilmstrip

"The Delcotron Gen.erator &The Charging Circuit"-DR-9011-BookletDR-90111(.-Filmstrip

"Regulation & the ChargingCircuit"DR -9015- -BookletDR-9015XFilmstrip

148

TRANSPORTATION

ARNING EXPERIENCES INSTR6CTIONAL RESOURCES SUGGESTED EVALUATIONS

SERVICE

Simulate gasoline servicetion in operation including

e following occupations:) Owner/Manager) Outside Labors:

(a) gas pump labors(b) air and water(c) oil check and windshie

) Inside labors:(a) salesman(b) tire repairman(c) car wash(d) brake service(e) minor repairman(f) safety inspection

ptockel, Martin W. Auto Me-chanics Fundamentals,Homewood, Ill. Goodheart-Willcox Co., 1970.

Tofsoldt, W. K. and LarryJohnson. Automotive Ency,ciopedia, Homewood, Ill.:Goodheart-Willcox Co., 1970.

FILM.

"Occupation: Auto Mechanic.'From Marketing Staff, ServiceSection, General Motors Build-ing, Detroit, Michigan 48202.

B. SERVICE

1. BOOKLETS/FILMSTRIPS

An Introduction to the Auto-motive Electrical System"DR-9010BookletDR-9010KFilnistrip' "The Delcotron Generator &The Charging Circuit"DR- 9011 -- BookletDR-9011KFilmstr;ip

"Regulation & the ChargingCircuit"DR-9015BookletDR -9015K --Filmstrip

148

OR

Teachers questionstudents in group dis-cussions about the op-eration and function ofmaintenance.

B. SERVICE

1. Student could writea paper evaluating hisexperiences and rolehe played in the ex-perience.

OR

Have class discus-sion on what they likedabout their experiencesand what they did notlike about specificjobs.

OBJECTIVES

1 9

TRANSPORTATION


b. Set up a mock service sta-tion and use your car or astudent's vehicle as a demon-strator.

c. With proper arrangementmade at a local service station,student will be allowed to peirLform the following:(1)(2)(3)

4(4)(5)(6)(7)(8)

(9)(10)

pump gascheck engine oilcheck transmission fluidcheck batteriescheck tireswash and clean windshieldwash carreceive and deposit gas re-ceiptsmonist in changing tiresadd Water, oil, etc. to car-

a

a

INSTRUCTIONAL RESOURCES.4444444.

"It's Easy to Be An Expert. Battery Man, That Is"

DR- 9018 -- BookletDR-9018HFilmstrip

"20, 000 Volts Under theHood (The Ignition Circuit)"DR-9020BookletDR -90201 -Filmstrip

"Fleet Battery Care & Main-tenance Program"DR -9 021BookletDR- 9021K -= Filmstrip-

"The Cranking Circuit"DR ;9025- -BookletDR-9025XFilmstrip

"Service Tips"DR-9019Booklet only

All above booklets and film-strips from: Delco ProductsDivision, Personnel Relations,2000 Forrer BoUlevard, Day-ton, Ohio 45401.

CHARTS

"Automobile Chassis""Automobile Fuel System""Automobile Ignition System'"Brake System""Rear Axle Assembly""Steering System"

4

TRANSPORTATION

INSTRUCTIONAL RESOURCESRNING,EXPERIENCES

Set up a mock service eta-on and use your car or atudentls vehicle as a denuiri-trator.

-

With proper arrangemente at a local serikce station

tudent will be allowed to per-rm the following:) pump gas) check engine oil) check transmission fluid) check batteries) check tires) wash ana clean windshield)- wash car) receive and deposit gas re-

ceipts) assist in chaaging tires) Old water, oil, etc« to car

"It's Easy to Be An Expert. . . Battery Man, That Is"pit-9018--BookletDR -9018K- -Filmstrip,"20, 000 Volts Under the,

Hood (The Ignition Circuit)"DR -9020--BookletDR -9020K- -Film strip

"Fleet Battery Care & Main-tenance Program"DR -9021--BookletDR- 9021K-- Filmstrip

"The Cranking Circuit"DR -9025- -BookletDR -9025K- -Filmstrip

"Service Tips"DR -9019--Booklet ally

All above booklets and film-strips from: Delco ProductsDivision, Personnel Relations,2000 Forrer Boulevard, Day-ton, Ohio 45401.

CHARTS

"Automobile Chassis""Automobile Fuel System""Automobile Ignition Syste"Brake System""Rear Axle Assembly""Steering System"


OR

Write a paper on achoice of an occupationand list points of likingthis as ,a career, ornot liking this as acareer.

OR

Teacher-designedtest to look for specific'occupational generalinformation,

OR

If handed out previously, a check list ofpoints to be answeredvia experience thisto be gathered andscored.

Olt

OBJECTIVES

ti

UNIT IVTRANSPORTATION N

A. EXPRESS &TRANSFER

1. Identify the var-ious occupations in

TRANSPORT 'ZIONLEARNING EXPERIENCE'S

UNIT IVTRANSPORTATION

A. EXPRESS & TRANSFER

1.a. Field Trip/Putside Visita-

STRUCTIONAL RESOURCES

From: General Motors Corp.,PubAc Relations Staff, .Rohm1-104' General Motors BuUd-

,1 ing, Detroltr, Michigan 4g202.

FILMSTRIP

Gas ,station Attendant, .1xic-'Graw-Hill Publishing Goss

iRANSPARENCIES

Ca.r-Ca.re, Allied Visual! Ed--ucation, Nashville, Teltneasee.

ISLELLANEOUS RE-SOURCES

Have an oil company repre-sentative give a, talk about theOccupations in the major oilcompanie s.

Have gas station owner givea talk to the class.

StUNIT IV

TRANSPORTATION

A. EXPRESS & TRANSFER

1. FILMSTRIPSPeople and Goods Travel,

TkANSPOR TA TIONARNING EXPERIENCES


EXPRESS & TRANSFER

Field Trip/Outside Visita-

INSTRUCTIONAL at SOURCES

From: General Motors Corp.,PUblic Relations Staff, Room1-101, General Motors Build-ing, Detroit, Michigan 48202.

FILMSTRIP

Gas Station Attendant, MC -Gr aW -Hill Publishing Co..

TRANSPARENCIES

Car Care, Visug1 Ed-ucation, Nashville, ,Tennessee.

MISCELLANEOUS RE-SOURCES

Have an oil company repre-sentative give a talk about theoccupations in the major oilcompanies.

Have gas station owner givea talk to the class.


. EXPRESS & TRANSFER

1. FILMSTRIPSPeople and. Goods Travel,

SUGGESTED- EVALUATIONS

152


A, E RESS & TRANS-FE 4

1. On a teacher-de-signed instrument,

OBJECTIVESTRANSPORTATION


involved in freighting'and distributing, in-cluding trucking,by ship, railway, orair. ,

2. Actively seek anddifferentiate thelevels of skills in-volved in freightingand determine payscale in regard toskill, unskilled, and

3. Gai&insight intofreighigloperationsand job activitfei.

4 4

3

tion After Class seeking infor-mation on current jobs such asmanager, foreman, xeceivingdepartment, shipping depart-ment, merchandise handlers,and drivers.

b: Have express and trapsferpersonnel visit class at id dis-cuss their role.

c. Contact express and transferservice to allow a trucker tovisit the school, show hismeans of transportation, anddiscuss his role and respon-sibilities.

2.a. (Same as 1 above. )b. Develop a chart containing

ranges of skills and pay scalesrepresented.

3.a. Sim.ulatp routing of activities

of materials from one point toanother. Stations in the lab-oratory will be identified by

Calhoun , Atlanta, Gat,..The Development of a Rill-

road Network, Allied Soundand Visual EduCation, Nash-ville, Tennessee.

Transportation: Our Rail-roads, 223 H Calhoun Co.,Atlanta, Georgia.

LOCAL RESOURCE PERSON

PAMPHLETS

Association of American Rail-roads; Transportation Build-ing, Washington, D. C.

Allied Van, Moving-Our Bus-iness, Atlanta, Ga.

2. (Same as 1 above. )

BOOKS

Occkipational Outlook Hand-book. Supt. of Documents,Washington, D. C.

3. Field trip to (or represen-tativefrom) a freight termi-nal (railway or truck) -

.0

TRANSPORTATIONARNING EXPERIENCES INSTRUCTIONAL RESOURCES

on. After Class seeking infor-.lion on current jobs such as

anager, foreman, receivingepartment, shipping depart-ent, merchandise handlers,

nd drivers.Have express and transfer

er sonn.el visit class and ,dis-uss their role.Contact expreis and transfer

ervice to allow a trucker toisit the School, show hiscans of transportatiOn, and

iscuss his role and respon-ibilities.

(Same as 1 above. )Develop a chart containing

anges of skills and pay scalesepresented.

Simulate routing of activitiesmaterials from one point to

nother. Stationsvin the. lab-ratory will be identified by

Calhoun Co. , Atlanta, Ga.The bevelopment of a Rail-

road Network, Allied Soundand Visual Education, Nash-ville, Tennessee.

Transportation: Our Rail-roads, 223 H. Calhoun Co.,Atlanta, Georgia.

LOCAL RESOURCE PERSON

PAMPHLETS


each student will beable to classify occu-pation on some ,pre-determined emphasisplaced by the instruc-tor.

Association of American Rail-roads, Transportation Build-ing, Washington, D. C.

Allied Van, Moving-Our Bus-iness, Atlanta, Ga.

2. (Same as l'above.

BOOKS

Occupational Outlook Hand-book.- Supt. of Documents,Washington, D. C.

3. Field trip to (or represen-tative from) a freight terrni-nal (railway or truck) I

Z. Each student willclassify occupationsas being skilled, semi-skilled, unskilled.

3. Having previouslydiscussed the handlingof freight from pickupto delivery, the stu-dent should be able to .".3

OBJECTIVES.TRANSPORTATION


B. MATERIALSTRANSFER

I. Students will beexposed to thismethod of materialtransportation and,,students will Ve ableto ideutify or des-cribe the education

,and skills requiredin this occupation.

15

name, activity, - job require-ments.

b. Set up system of freightlines (truck) 'and warehousesand show hoW freight is trans-ferred froM line to line as ittravels across U. S. Show thepeople involved with the freight.

c. Simulate freight distributioncenter:(1) railway,(2) trucking,(3) air or(4) sea.

B. MATERIALS TRANSFER

1..a. Have representative from

the pipeline industry to dis-cuss the importance of thepipeline as a means of trans-portation for certain, goods andto discuss the -future of the in-dustry.

b. Students will construct amodel pipeline and demon-.strate the operations of may..ing different materials--bothliquid and solid.

Consult Terminal Managerfor:"(1) how freight is collected(2) .how broken damn(3) how distributed


1. pAivipat44kTsiBOOKSa. American Petroleum In-

stitute, 1271 Avenue of theArnerivas, New York, N. Y.

b. The. Development of Amer-ica:4 irxdustries, Glover andLadac.

TRANSPORTATION

INSTRUCTIONAI4RESOURESARNING EXPERIENCES

me, activity, job require -eats.Set up system of freight

nee (truck) and warehousesnd show how freight is trans-erred from line to line as itravels acroSs U.S. Show theeople involved with the freight.Simulate freight distribution

enter:I) railway,2) trucking,3) air, or4) sea.

MATERIALS TRANSFER

Have representative frome pipeline industry to dis-

uss the importance of theipeline as a means of trans-rtation for certain gods anddiscuss the future of the in

ustry.Students will construct a

iiodel pipeline and demon-strate the operations of mov-ng. different materials =bothiquid and solid.

Consultfor:

(1) how(2) how(3) how

Terminal Manager

freight is collectedbroken doviidistributed


1. PAMPHLETS/BOOKSa. American Petroleum In-

stitute, 1271 Avenue of theAmericas, New York, N. Y.

b. The Development of Amer-ican Industries, Glover andLadac.


trace the freight andname each job of personhandling freight. '"

ORDiscussibn (oral or

written:.A6vantages7disad-

vantages of routing byrail, truck, sea, air;

Occupational choices(likesYdislike0;

General attitudetoward movement ofmaterial as a careerchoice.'

. MATER/ALS .

TRANSFER

1. Teacher -designedtesting instrument.

ORQuestion and answer

period.PR

Evaluation Of modelby 'Cornmitte.e of "ex-perts. "

OBItC,TIVZSTRA NSPOR TA TION

ILEAANING EXPERIENCES

2. Students Will de-scribeocc.upationalhierarchies-assoCiated with the pre-

. ferrcd occupations,of his choice, andrequirements formoving to a higherposition.,

3. Student will be in-troduced to some ofthe physical aspectsfound in the transferof materials.

I

2.- Simulate jobs that exist inthe industry:

(1) profe-ssiona).(2) technical(3) 'skilled

ald.11ed

11

3. Given proper equipment,the sttident will thread and con-nect a simulated fuel line dis-tribution system. Activities'could include:"

(1) measurement of pipe(2) cutting and threading pipe(3) selection of elbows, nip-

pies, and connecting de-vices

(4) checking system(5) operating system

INSTRUCTIONAL RESOUReES

Z. BOOKS/PAMPHLETS

Occupational Outlook Hand-book. Supt. of Documents,.Washington, D. C.

"Job Analysis: Training &Reference Manual for JobAnalysis. ' Cat. No. L. 7. 61:E-3. Supt. of Dbcurnents,Washington, D. C.

"Petroleum Industry. " Cat.No. L2..3:1650-107. Supt.- ofDocuments, Washington, D. C.

"Plumber & Pipefitter.Cat. No. L2.3:1650-77. Supt.of,Docurnents, Washington,D. C.

3. Instructor demonstration inequipment usage.

TRA NSPOR TA TION

ARNING EXPERIENCES

Simulate jobs that exist ine industry:1) professional2) technical3) skilled4) unskilled

Given proper equip:neat,e student will thread and con-1t a simulated fuel line dis-

`bution system. Activitiesuld include:) measurement of pipe

2) 'cutting and threading pipe) selection of elbows, nip-

ples, and connecting de-vices-

4) checking system) operating system .


ry

2. E10OXS/PAMPHLETS

Occupational 421.11 Hand-book. Supt. of Documents,Washington, D. C.


2. Observation of tim-ulatedjob description.

"Job Analysis: Training &Reference Manual for JobAnalysis. " Cat. No. L. 7.61:E-3. Supt. of Documents,Washington, D. C.

"Petroleum Industry; " Cat;,No. L2.3:1650 -107. Supt. ofDocuments, Washington, D. C.

"Plumber & Pipefitter.Cat. No. LZ. 3:1,650-77. Supt.of Documents, Washington,D. C.

3. Instructor demonst a ion inequipment- usage*

. A workable tiystetaalong with a disciissiott"

`'of reaction to activityand iMpli:.cations.

ORParticipation 'in in-

dividual and group ex-periences which con-tribute to personaldevelopment and dis-cus

4. Studpnt should beable to identify thejobs connected withthe construction andoperation of pipelinesand sub - stations.

UNIT VTRANSPORTATION

A BUS

I. Student will iden-tify and list personnelinvolved in passengertransportation in re-spect to education,skills and other re-quirements to succesfully maintain a .lobin preferred occupa-tion.

2. List factors show.,ing that group safetyand the value of,human dignity is*inobservance and practiced.

TRANSPORTATION


4. Have student make a list ofjobs on the construction of apipeline. Have him makeanother list of jobs connected-with the maintenance of the pipe-line.


A. BUS,.,

1. interview manager of busterminal regards to:

(1). health requirement(2) education requirement(3) opportunity outlook(4) hazards(5) skills

Z. Solicit: pamphlet, booklet,and other information from Greyhound and National Trailways

(1) compare growth and loss(2) safety features(3) traveling distance:

(a) fair weather(b) inclement weather


4. (All previous resources. )


A. BUS

1. BOOXS & REFERENCES

"Driving Occupations. " Cat.No. L2..44650-94. Supt. ofDoleurnents, Washington, D. C.

"Traffic Manager. " Cat. No.L2.3:1650-5, Supt. of Docu-ments, Washington, D. C:

. RESOURCES

Hoy., to Better Avoid Acci-dents, Rev. ed. Crowell, 1957

Film 16mm...The AmericanRoads. Ford Motor Co.,Dearborn, Michigan.-

TItANSPOR TA TION

4kNING EXPERIENCES INSTRUCTIONAL RESOURCES

ave student make a list of 4. (All previous resources. )on the construction of a

line. Have him makeer list of jobs connectedthe maintenance of the pipe:

UNIT .VTRANSPORTATION

S

terview manager of businal regards to:thealth requirementeducation requirementopportunity outlookhazardsskills

1

licit:pamphlet, booklet,informationnformation from Grey

d and National Trailway:compare growth and losssafety featurestraveling distanpe:(a) fair weather(b) iliclement weather


4. Teacher- deeigiyedwritten or oral instru4ment.


A. BUS

1. fl OOIcS & 'REFERENCES

"Driving Occupations. Cat.No. 3:1,650-94. Supt. , ofbocurnents, Washington, D. C.

"'Traffic Manager. " Cat. No.L2. 3:1650-5,, .Supt. of Docu-ments, -Washington, D. C.

. RESOURCES

How to better Avoid Acci-dents, Rev. ed. - Crowell, 1957

FiIn. 16rnin--The AmericanRoads. Ford Motor Co.,Dearborn, Michigan.

UNIT VTRANSPORTAT ON

A. BUS

1. Discussion of in-dividual informationfrom the interview.

Z. Paper on topic suchas-"Safety in Trans -portation "" graded oncontent by interloCkingcommunication Skillsand industrial arts in-structors,

TRANSPORTATIONLEARNING 'EXPERIENCES:

. Given the jobs"connected with bustransportation. thestudents should beable to recall 90% ofthem by associationto duties.

B. AIR

1.a. Students will list

personnel involvedin the operationand maintenanceof airports,

b. Each student will-actively seek in-formation abouteach related'occuipation in regard to


Set up mock bus station andnave students act out the partsof manager, dispatcher, ticket'salesman, porter, lunch countersalesman, bus driver, etc.

B. AIR

1.

a. Simulate airport operationoccupations, such as:ManagerTraffic ControllerEngine MechanicsFAA InspectorCommunicating TechnicianSupporting Per sonnetMaintenance and ServiceLunchrooni Manager.Radar EngineerPilot-Co-PilotStewardessWeather Forecaster

b. Report on individual occu-pations.'

Visit three related inclus.-1. tries.

Field trip to local airport.

BOOK 8cREFERENCES

All previous listings.Dictionary of Occupational

Titles Supt. of Documents,Washingtbn, D: C.

Occupational Outlook Hand-,book. Supt. of Documents,Washington, D. C.

B. AIR

1. FILMSTRIPS

#1170, People. and GoodsTravel, Calhoun Co., Atlanta,Ga.

Air Travel Set--Allied Soundand Visual Education, Nash-ville, Tennessee.

Science at the Airport, #9 Set,Calhoun Co., Atlanta; Georgia.

PAMPHLETS

' "Employment Outlook: Air-craft, misdate, & spacecraftmanufacturing. " C4t. Nu. L2.3:1650-108."Civil Aviation, pilots, co-I

pilots, flight engineers,stewardesses, aircraft me-

2

..11.1., TRANSPORTATIONARNING EXPERIENCES INSTRUCTIONAL RESOURCES

Set up mock bus station andve students act out the partsmanager, dispatcher, ticketlesman, porter, lunch counterleeman, bus driver, etc.

AIR

Simulate airport operationoccupations, such as:ManagerTraffic ControllerEngine,, Mechanics

AA Inspector.Communicating TechnicianSupporting Per sOnriel

aintenance and Serviceunchroorn. Manageradar Engineerlot-Co-Pilot

tewarde s seather ForecasterReport on individual occu-

ationVisit three related indus-ies.Field trip to local airport.

3. BOOK it REFERENCES

All previous listings.Dictionary of Occupational

Titles. Supt. of Documents,Washington, D. C.

SUGGESTED EVALUATIONS,

Occuyational Outlook Hand-book. Supt. of Documents,Washington, D. C.

B. AIR

1. FILMSTRIPS

#1170, People and GoodsTravel, Calhoun Co., Atlanta,Ga.

Air Travel Set--Allied Soundand Visual Education, Nash-ville, Tennessee.

Science at the Airport, #9 Set,Calhoun Co., Atlanta, Georgia.

3. Evaluate students onjobs they do in accor-dante with previouslydiscussed terms.(Were they courteous,efficient, etc. 7)

ORWritten instrument

designed by instructor.

B. AIR

PAMPHLETS

"Einployment Outlook: Air-craft, missille, & spacecraftmanufacturing. " Cat. No. L2.3:1650-108.

"Civil Aviation, pilots, co --pilots, flight engineers,stewardesses, aircraft me-

1. Group discussion onairport operations andrelated occupations.

OR

List fifteen relatedoccupations (for grad-

...4 ing) and skill involved.

2

OR

Each stud nt dis-cuss related occupa-tion on own choice.

06

OBJECTIVES

policies, require-ments, sldll's andprocedures.

. Given previousinstruction on airportoperations and air-line operations, thestudent will be ableto list the jobs inair transportationand tell they are em-ployed by the airline,the airport, or thegoverrunentaj agen-des,

UNIT VITRANSPORTATION

TRANSPORTATIONLEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

chanics, airline dispatchers,air traffic controllers, groundradio operators, and tele-typists, traffic agents &clerks. " Cat. No. 12. 3:1650-117.

"Employment requirerne ntsand, changing occupationalstructure in civil aviation. "Cat. No. L2.3:1367.

A. SPACE

2. Set up mock airport. Havecontrol tower, ticket office,lunch and baggage rooms, ser-vice area, occupations rep-resented, etc.


A, SPACE

163

All above from Supt. ofDocuments, Washington, D. C.

2. (An previous in this sec-tion. )


A. SPACE

16

TRANSPORTATIONRNING EXPERIENCES INSTRUCTIONAL RESOUR`CES

Set up mock airport. Havetrol tower, ticket office,ch and baggage rooms, ser-e area, occupations rep-ented, etc.

ÙNIT VIRANSPOR TAIION

SPACE

.ehanicis, airline dispatchers,air traffic controllers, groundradio operators, and tele-typists, traffic agents &clerks." Cat. No. L2.3:1650-117.

"Employment requiretre ntsand changing occupationalstructure in civil aviation. "Cat. No. L2.3:1367.

..A11 above fromt Supt. ofDocuments,- 'Washington, .D. C.

2. (All p evious in this sec-tion.


A. SPACE

SUGGESTED EVALUATIONS,

On a teacher-de-signed instrument,snatching items will,lie utilized to meetobjective.

Evaluatiou by ob.servation role play-,

UNIT VITRA *5120RI.ATIO

A. SPACE

TRANSPORTATION


a.. Students will listrepresentative per-sonnel involved inthe operation andmaintenance of thespace center.

b. Each student willactively seek infor-mation about eachoccupation as re-lated to space.

c. Each student willprepare a notebookon rockets and re--lated information.

Space ,orientation by teacherSimulate space controlcenter. Occupations;(a) radio technician(b) radar operator(c) navigator(d) flight engineer(e) clerical(f) computer operators(g) weather technician(h) support personnel:

1. services. mechanics

c. Prepare a notebook on rock-ets, rocket engines and relatedinformation.

d. Field trip to local industriesusing computers or to the air-

. port's related occupations,such as:(1) observations(2) radio operators(3) radar(4) navigator(5) weather(6) support personnel

1. FILMS,

"Project Apollo- MannedFlight to the Moon -HQ 88-1962"color, 13 rriinutes.

"A Voice for Mercury HQ 66-1961" color, 14.5 minutes.

The above films from: NASAJohn F. Kennedy Space Center,Code SOP 323, Kennedy SpaceCenter, Florida 32899.

FILMSTRIPS/FILM LOOPS

8mm Silent Loop--Space andFlight series, Calhoun Co.,Inc.

Set #9--405620 (Filmstrip)Science at the Airport, AlliedSound & Visual Education, 20612th Avenue, Nashville, Tenn.

LECTURE/DEMONSTRA-TION PROGRAM

Use of visiting "Spacemobile"contact:" Educational Pro-grams Office, NASA John F.Kennedy Space Center, Ken-).nedy Space Centgr, Florida32899.

TRANSPORTATION

INSTRUCTIONAL RESOURCESARNING .EXPERIENCES

b.1) Space orientation byleacher) Simulate space control

center. Occupations:'(a) radio technician(b) radar operator(c) navigator(d) flight engineer(e) 'Clerical(f) computer operators(g) weather technician(h) support personnel:

1. services2. mechanics

Prepare a notebook on rock-ts, rocket engines and related

ormation.Field trip to local industries

sing computers or to the air-ort's related occupations,uch as

) observations) radio operators) radar),,na\rigator) weather

support personnel

1. FILMS

"Project Apollo-MannedFlight to the Moon-HQ 88-196"color, 13 minutes.

"A Voice for Mercury HQ 66-'961" color, 14.5 minutes.

The above films from: NASAJohn F. Kennedy Space Center,Code SOP, 323, Kennedy SpaceCenter, Florida 32899.

FILMSTRIPS/FILM LOOPS

8mm. Silent Loop--Space andFlight series, Calhoun Co. ,Inc.

Set #9--405620 (Filmstrip)ScienCe at the Airport, AlliedSound & Visual. Education, 20612th Avenue, Nashville, Tenn.

LECTURE/DEMONSTRA-TION PROGRAM

Use of visiting "Spacemobile"contact: Educational Pro=grams Office, NASA John FPKennedy Space Center, Ken?.nedy Space Center, Florida32899.


1. Class discussion ofrelated occupation withstructured questionsinterjected by instruc-tor.

ORObserve technique of

role playing such asoperation of a 2-wayradio co cationsystem/.

ORStudents will discuss

or write feeling towardsspecific occupation.

ORNotebook grading for

content.

TRANSPORTATIONOBJECTIVES LEARNING EXPERIENCES INSTRUCTIONAL RESOURCES

2...oGiven adequate in-struction and re-source material,the student should beable to list the gen-eral occupationalgroups involved inspace travel.

4

2. Have student report on thedifferent people (jobs) involvedin a moon shot.

PAMPHLETS /BbOKS

"Science and EngineeringCareers in Golternrnent.," Cat.No. CS 1;2-Sci 2/5/967, 'Supt.of Documents, Washington, DC

"Space resources for the highe school industrial arts resource

UnitS, 1967. " Cat. tkNo. NAS1.19:44, Supt. of Docunients,Wa shington, D. C.

TRANSPARENCIES

Space Exploration Services,#23002-Calhoun Co. , Atlanta,.Ga.

2. (All previously mentioned.in this section. )

TRANSPORTATIONARNING EXPERIENCES

a


Have student report on theerent people (jobs) involved

a moon shot.

PAMPHLETS/ BOOKS

"Science and EngineeringCareers' in Government.'" Cat.No CS 1.2 Sci 2/5/967, Supt.of Documents, Washington, DC

"Space resources for the highschool industrial arts resourceunits, 1967. " Cat. No. NAS1.19:44, Supt. of Documents,Wa shington, D. C.

TRANSPARENCIES

Space Exploration Services,#23002-Calhoun Co., Atlanta,Ga.

2. (All previously mentionedin this section. )

2. Teacher -designedinstrument.

168

a

03

Date post:	24-May-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times