Schuylkill Technology Center
Unit Plan
Course Title:
Construction Math (Raceways)
CIP Code:
46.0399
Grade/Level:
Level 1 (9th & 10th Grade)
Timeline: (# of school days)
Instructor:
David Hess, Jr.
15 School days
Objectives:
Given a calculator and worksheet, the student will be able to solve all the series, parallel and combination
circuit problems to 100% accuracy.
PA Core Standards: (List ALL standards you will address during this unit.)
ENGLISH LANGUAGE ARTS
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade level reading and content, choosing flexibly from a range of strategies and tools.
CC.1.4.11-12.A Write informative/ explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately.
CC.1.4.11-12.F & CC.1.4.11-12.L Demonstrate a grade appropriate command of the conventions of standard
English grammar, usage, capitalization, punctuation, and spelling.
MATH
CC.2.1.HS.F.4 Use units as a way to understand problems and to guide the solution of multi-step problems.
READING IN SCIENCE & TECHNOLOGY
CC.3.5.11-12.B. Determine the central ideas or conclusions of a text; summarize complex concepts, processes,
or information presented in a text by paraphrasing them in simpler but still accurate terms.
CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
WRITING IN SCIENCE & TECHNOLOGY
CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
POS Duty/Task Numbers: (List ALL Tasks you will teach and assess during this unit.)
907
Demonstrate the application of construction math problems.
Instructional Procedures and Strategies: (Include all learning guides, strategies (MAX and other),
procedures, etc. that will be used during this unit.)
 Students will have a complete learning guide aligned to this lesson
 Students will complete pre/post test in learning guide
 Students will be given theory classes to include the correct procedures and terminology for calculating
series, parallel and combination circuits. This lesson is built upon the foundation of the Ohm’s Law
theory classes.
 Chapter specific power point presentation
 Students will participate in a shop demonstration (in a group and/or one-on-one) of how series, parallel
and combination circuits will be applied to electrical wiring.
 During the textbook assignments, students will use a MAX teaching strategies of “Previewing nonfiction text” and “GIST”. By doing this students will pick 50% of the chapter questions by deciding
which ones they already know and what ones need to be revisited.
 Students will complete chapter 6 of the Standard Textbook of Electricity, “Series Circuits”
 Students will complete chapter 7 of the Standard Textbook of Electricity, “Parallel Circuits”
Resources: (List all equipment and supplies necessary to complete the unit)
 Calculator
 Student obtained notes from theory classes
 Standard Textbook of Electricity
 Instructor prepared learning guides
 Computer with internet connection (if needed)
 Pencil and paper
Differentiation/Accommodations:
1. Presenting ideas through both auditory and visual means.
2. Using reading buddies (I.E. Paired Reading)
3. Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or
skills of advanced learners.
4. Using tiered activities through which all learners work with the same important understandings and
skills, but proceed with different levels of support, challenge, or complexity.
5. Developing personal agendas (task lists written by the teacher and containing both in-common work for
the whole class and work that addresses individual needs of learners) to be completed either during
specified agenda time or as students complete other work early.
6. Offering manipulatives or other hands-on supports for students who need them.
7. Varying the length of time a student may take to complete a task in order to provide additional support
for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.
8. Using rubrics that match and extend students' varied skills levels.
9. Allowing students to work alone or in small groups on their products.
10. Encouraging students to create their own product assignments as long as the assignments contain
required elements. (I.E. They may complete assignment in any order they choose)
11. Making sure there are places in the room to work quietly and without distraction, as well as places that
invite student collaboration.
12. Setting out clear guidelines for independent work that matches individual needs.
13. Developing routines that allow students to get help when teachers are busy with other students and
cannot help them immediately. (I.E. Use of itinerant support of teachers aide)
14. Helping students understand that some learners need to move around to learn, while others do better
sitting quietly.
15. Assistance for students who are color blind. (This will vary depending on the type of color blindness the
students have.)
16. Other accommodations per the students Individualized Education Plan. (IEP)
Assessments: (Formative and Summative)
 Learning guide pre/post assessments
 Instructor review and theory classes for steps to complete series, parallel and combination circuits.
 Instructor prepared rubric
 Questioning by instructor throughout process
 Homework answers from chapters in the Standard Textbook of Electricity
 Performance Assessments on Series, Parallel and Combination circuits