Just-in-Time Manufacturing
Flexible Manufacturing
Lesson Plan
Performance Objective
Students will demonstrate basic principles of Just-in-Time manufacturing. Students will use a kanban card
system to track products and supplies needed to produce a box with a lid that matches the criteria in the
Sheet Metal Box Rubric.
Specific Objectives
 Explain the Just-in-Time manufacturing system
 Identify what kanban cards are used for and information included on the cards
 Read and design two kanban cards
 Work at stations to perform different processes in the development of the project
 Produce a box with a lid and two pop rivets as hinges made of sheet metal
Terms
 Just-in-Time (JIT) manufacturing- a system of manufacturing where a company will purchase materials
and produce a product when a customer orders that product
 Kanban card- means “signboard” in Japanese; in Just-in-Time manufacturing, it is a card or sign used to
track products and supplies.
 Safe number- is the amount of the item needed to be on hand until a new order can be received
 Reorder number- is the amount of product that will be used over a given time, one day, or one
production cycle
Time
This lesson should take approximately 55-65 minutes to teach and 55-65 minutes for each of 10 lab sessions.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Flexible Manufacturing
 130.327 (c)
o (1) The student describes the importance of teamwork, leadership, integrity, honesty, work
habits, and organizational skills. The student is expected to:
(B) use teamwork to solve problems; and
(D) identify characteristics of good leaders.
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
130.327 (c)
o (11) The student applies the knowledge and skills of sheet metal manufacturing in simulated
and actual work situations. The student is expected to:
(B) construct common sheet metal seams.
Interdisciplinary Correlations
Geometry
 111.41 (c)
o (1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Sheet Metal Workers
O*Net Number: 47-2211.00
Reported Job Titles: Sheet Metal Mechanic, Sheet Metal Worker, Journeyman Sheetmetal Worker, HVAC
Sheet Metal Installer (Heating, Ventilation, and Air Conditioning Sheet Metal Installer), Sheet Metal
Apprentice, Field Installer, Sheet Metal Fabricator, Heating, Ventilation, Air Conditioning - Refrigeration
Technician (HVAC-R Technician), HVAC Technician (Heating, Ventilation, and Air Conditioning Technician),
Sheet Metal Installer
Tasks



Determine project requirements, including scope, assembly sequences, and required methods and
materials, according to blueprints, drawings, and written or verbal instructions.
Lay out, measure, and mark dimensions and reference lines on material, such as roofing panels,
according to drawings or templates, using calculators, scribes, dividers, squares, and rulers.
Fasten seams or joints together with welds, bolts, cement, rivets, solder, caulks, metal drive clips, or
bonds to assemble components into products or to repair sheet metal items.
Soft Skills
 Judgment and Decision Making
 Reading Comprehension
 Critical Thinking
 Time Management
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Review and become familiar with the terminology, website links, and proper metal cutting techniques.
 Have materials and websites ready prior to the start of the lesson.
References
 Wright, R. T. (2004). Manufacturing and automation technology. Engineering Manufacturing Facilities
(22, pp. 300-301). Tinley Park, IL: Goodheart-Wilcox.
 Wright, R. T. (2004). Manufacturing and automation technology. Computer Systems in Product
Manufacturing (36, pp. 433-434). Tinley Park, IL: Goodheart-Wilcox.
Instructional Aids
 Online websites
 Just-in-Time Manufacturing Worksheet
 Just-in-Time Manufacturing Worksheet Key
 Kanban Cards Page
 Manufacturing Operations Box
 Sheet Metal Box Rubric
Introduction
The main purposes of this lesson are to help students
 Understand Just-in-Time manufacturing
 Explain the use of kanban cards in Just-in-Time manufacturing
 Develop a simple box with a lid
 Safely use equipment
Ask


Have you ever thought about how manufacturing companies schedule materials into the assembly
lines?
What process in manufacturing would interest you if you worked for a manufacturing company?
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Outline
MI
OUTLINE
I.
II.
III.
Introduce Just-In-Time manufacturing and terms
Explain kanban cards
Develop a box with a lid
NOTES TO TEACHER
Distribute Just-in-Time
Manufacturing
Worksheet to the
students. Begin Just-inTime Manufacturing
presentation and have
students take notes on
the worksheet.
Show the bins for the
box parts with the
kanban cards. Explain
that when the project is
started, the materials
will be located in the
appropriate bin.
Have students design
two kanban cards for
materials or supplies
used in the lab. The
students will turn in the
worksheet for grading.
Have students pick up
the instructions (for
making the box with a
lid) and materials when
the worksheet is
finished. The box will be
graded with the Sheet
Metal Box Rubric.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The students will produce a simple kanban card for supplies used in the flexible manufacturing lab.
Independent Practice
The students will develop a sheet metal box from the supplies issued in the Just- in-Time bins.
Summary
Review
The students will be able to explain the Just-In-Time method of manufacturing by answering the questions on
the worksheet and developing a kanban card. The students will construct the assigned sheet metal project
based on the criteria in the Sheet Metal Box Rubric.
Evaluation
Informal Assessment
The teacher will observe the students as they construct the box and lid.
Formal Assessment
The students will have the assignments graded using the Sheet Metal Box Rubric.
Enrichment
Extension
The students will research other methods of manufacturing and report their findings to the class.
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Name _________________________________________________
Date _____________ Period ______
Just-in-Time Manufacturing Worksheet
1. How does Just-in-Time manufacturing save the company money?
2. What is a kanban card used for in Just-in–Time manufacturing?
Design two kanban cards.
Flexible Manufacturing Lab
Flexible Manufacturing Lab
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Name ______________KEY___________________________________
Date _____________ Period ______
Just-in-Time Manufacturing Worksheet
1. How does Just-in-Time Manufacturing save the company money?
Just-in-Time (JIT) manufacturing is a system of manufacturing where a company will purchase material and
produce a product when a customer orders that product.
2. What is a kanban card used for in Just-in–Time manufacturing?
It means “signboard” in Japanese; in Just-in-Time manufacturing, it is a card or sign used to track products
and supplies.
Design two kanban cards.
Flexible Manufacturing Lab
Flexible Manufacturing Lab
Product Name
Product Name
Product Size
Product Size
Sketch of product
Sketch of product
Number to reorder
Safe stock
Number to reorder
Safe stock
Storage area
Price
Storage area
Price
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Name __________________________________________ Date _____________ Period ______
Sheet Metal Box Rubric
Task Statement: Students will develop and assemble a sheet metal box with a lid.
Task Assignment: Students will work as individuals to lay out, cut, and fold the two parts of the sheet metal
box and lid.
Criteria Concepts/Skills to
be Assessed
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
Basic Development
Hems and
bends are
twisted.
Most hems and
folds are located
correctly, and
measurements
are less than
1/16” off.
Most hems and
folds are correct,
and
measurements
are correct.
All hems and
folds are located
correctly, and
size is correct.
(Possible 33 points)
(1-9 points)
(10-17 points)
(18-25 points)
(26-33 points)
Hems, Tabs, and
Folds
Hems, tabs,
and folds
are misshapen
and sized
incorrectly.
Hems, tabs, and
folds are correct
shape, but are
folded to the
outside of box.
Tabs are on the
outside of box.
Hems, tabs, and
folds are correct
size. Two or
fewer tabs are
folded
incorrectly.
All hems, tabs,
and folds are
correct.
(Possible 33 points)
(1-9 points)
10-17 points)
(18-25 points)
(26-33 points)
Overall appearance
Project is
misshapen,
and the lid
does not fit.
Project is
correctly shaped,
but lid will not
open.
Project is
correctly shaped,
but the lid is hard
to open.
Project is
correctly shaped
and the lid
opens freely.
(Possible 33 points)
(1-9 points)
(10-17 points)
(18-25 points)
(26-33 points)
A = 78-99 points; B = 54-75 points; C = 30-51 points; D = 3-27 points
Points
Earned
Total Points: ____________
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