Please outline the following for each lesson
Advanced Manufacturing Contextualized Curriculum
Introduction to Manufacturing
Background
Lesson Stage
Introductory
Intended Audience
GED; no prior knowledge is required.
Designer’s Name & Contact Email
Lee Duerden; lduerden@qcc.mass.edu; Maria Kefallinou, mkefallinou@qcc.mass.edu
Goals & Focus
General Topic
Manufacturing in our daily lives
Central Questions/Overall Purpose/Key Content Ideas/Skills Taught in this Lesson
What is manufacturing and why we rely on it?
This lesson will allow students to become –more- familiar with the manufacturing industry. It will enhance their appreciation of how
this industry drives our everyday lives and allows us to live the way we do.
Lesson Duration
The lesson is designed for a 90 minute block of time.
Related Learning Standards
Critical Thinking Standard 1: Learners will solve problems by comprehending, comparing, applying, analyzing, evaluating, and
synthesizing information.
CT1.1a Relate new information to prior experiences
CT1.1b Connect what they read or hear with what they know about the world
CT1.1c Compare and contrast different products, people, places, viewpoints, and documents
Critical Thinking Standard 2: Learners will demonstrate conscious awareness of their own knowledge and thinking processes and
apply strategies to monitor and direct their own learning.
CT2.1d Work with others to benefit from their knowledge and experiences
CT2.1e Recognize value of computer technologies (e.g. word processing, Internet) and other tools (e.g. tape recorder) that
can facilitate their learning
Please outline the following for each lesson
Intended Learning Outcomes
DEMONSTRATE UNDERSTANDING
By the end of this lesson students will become familiar with the role manufacturing plays in our daily lives.
DO
By the end of this lesson students will be able to identify a range of items/products in the classroom and start thinking about
how a product is made and what is involved in the process.
APPLY
By the end of this lesson students will be able to talk about manufacturing and understand the impact on our daily lives.
Assessment/Demonstration of competencies
1.
Class participation and questions the students will ask
2.
Ability to talk about manufacturing in an “educated” way; ability to describe 2-3 different types of work
environments
3.
A written reflection on the unit at the end
Implementation
Pre-Assessment
No specific prior knowledge is required.
Resources & Materials
Board, hand-outs, youtube videos (https://www.youtube.com/watch?v=TyhDkd8Iabs – Video on Industrial Loom and how it works;
http://www.youtube.com/watch?v=fax-JSIv804 –Bold Moves-The Future of Ford), access to computers
Activities Plan
Introduction
The teacher
-asks the students to identify items in the classroom that are products of manufacturing (writes answers on the board)
- asks the students to name some manufacturing industries they know
- gives them the reading (hand-out, “Mary’s Morning”)
-asks them to read out loud
-asks a couple of questions to check understanding
-asks what products in the scenario have been manufactured (writes them on the board)
10 minutes
The teacher picks one item –pillow- and asks questions about how a pillow is manufactured.
There is a pillow case that is made of cotton, polyester and thread to hold it together. The filler is down, or artificial stuffing made
from polyester, or even polythene foam (ask the students how they think a pillow case is made). The teacher can then expand on
their answers and talk about raw materials. Cotton is grown in a field (organic material) and polyester is a man-made fiber made
from oil. The fibers are woven together to create a very long thread; the thread is then put on a machine, called a loom, that weaves
it into a sheet of fabric. The fabric is cut to shape before being sewn together and stuffed with the filler. Where is the cotton grown
Please outline the following for each lesson
to make the pillow case? Where is the company that creates the sheet on the loom? How does the cotton get to the loom? How many
manufactured items make the loom machine and the transportation equipment to get the raw material to the factory? There really is
no end to the detail that the teacher can go into. List the answers on the board, or have a student do this.
The teacher shows the youtube video (https://www.youtube.com/watch?v=TyhDkd8Iabs) on Industrial Loom and how it works (7
minutes). The teacher asks questions to check basic understanding and has students tell how the manufacturing process works.
30 minutes
The teacher
-asks the students to work in groups of 2-3 and to choose another product on their original list (or one they are interested in) to
generate a similar expanded list
-they use a computer to identify how the selected items are made, what raw materials they are made from and any other pertinent
information they can find out about it
-the students organize this information so that they will present it to the whole class
-the students present their findings to the class
30 Minutes
The teacher shows the youtube video (http://www.youtube.com/watch?v=fax-JSIv804) on The Future of Ford (3.5 minutes).
The teacher asks the students what they think about the video (impressions, liked/disliked, what kinds of jobs, expectations, etc.) and
what they think specifically of the use of technology.
15 minutes
Reflection for Students
From this lesson it will become obvious how much of our world is manufactured and how much technology is incorporated into
almost everything we do in our daily lives. The students can speculate on the skills required to be involved in manufacturing or, they
can discuss the journey of raw materials into a finished product.
5 minutes
Reflection for the Instructor
Please outline the following for each lesson
Mary’s Morning
Every morning, Mary’s alarm sounds for her start to the day. Mary hits the snooze button to procrastinate the
inevitable. It’s too cozy in bed she says to herself. Finally the alarm sounds again and she hits the stop button on
the alarm. She yawns and decides it is time for her to raise her head off the nice warm pillow, pull the blankets
off her and get up. Mary loves to give her body a good stretch as she stands up and walks to the bathroom. She
grabs her toothbrush and layers a line of toothpaste on it. After running the cold faucet for a second Mary wets
her toothbrush and starts to brush her teeth. She then gets dressed and goes down stairs to put the kettle on for a
nice cup of tea. Mary likes to eat cereal for breakfast and after a little while listening to the morning radio show
she cleans up her cup and bowl and heads out the door to work.
In these brief few moments of Mary’s busy day, what has she touched that has been manufactured?
Adaptation based on curriculum developed as part of the Massachusetts Community Colleges and Workforce Development
Transformation Agenda (MCCWDTA) which s 100% funded by a $20 million grant from the U.S. Department of Labor, Employment &
Training Administration TAACCCT. Grant Agreement #TC-22505-11-60-A-25