Rigor/Relevance
Framework
LESSON PLAN
Knowledge
Area and/or Course Introduction to Welding
Lesson Title Careers
No. Periods 1 (73-minute period)
6
5
4
3
2
1
C
D
Assimilation
_______
Adaptation
____X___
A
B
Acquisition
_______
Application
_______
1
Teacher Goal(s):
1. Understand personal qualities necessary for success
after high school or college
2. Research career opportunities in welding and metal
fabrication
2
3
4
Application
Objectives:
The student will be able to (TSWBT). (Oregon Skill Set numbers in parentheses at the
end of the objective statement.)
1. Identify the skills and knowledge needed in the welding and metal fabrication industry
(CS.CD.02)
2. Research and explore careers in the welding and metal fabrication industry (AG 09.01.02)
3. Discuss differences between careers, jobs, and occupations (CS.CD.02)
4. Justify and create measureable and attainable goals (CS.CD.01)
5. Develop a welding and metal fabrication entrepreneurial endeavor and present to class (AG
04.01.05.01)
State Standards met by Objectives:
Subject
Strand
1. CRLS
CS.CD.01
2. CRLS
CS.CD.02
3. CRLS
CS.PM.02
4. AG
AG 04.01.05.01
5. English
EL.HS.SL.12
Eligible Content
Assess personal characteristics related to
educational and career goals.
Research and analyze career and educational
information.
Plan, organize, and complete projects and assigned
tasks on time, meeting agreed upon standards of
quality.
Prepare and deliver presentations (e.g., training,
marketing plans and information updates).
Evaluate the clarity, quality, and effectiveness of a
speaker’s important points, arguments, evidence,
organization of ideas, delivery, diction, and syntax.
Knowledge: 1=awareness; 2=comprehension; 3=application; 4=analysis; 5=synthesis; 6=evaluation
Application: 1=knowledge in one discipline; 2=apply knowledge in one discipline; 3=apply knowledge across disciplines; 4=apply knowledge to real-world predictable situations; 5=apply
knowledge to real-world unpredictable situations
5
Materials, Equipment,
Audio-Visual Aids:
References:
FFA.org
1. Internet Access
http://careersinwelding.com/students.php
2. PowerPoint
3. Whiteboard
4. Welding shop
5. Paper
http://www.thehighschoolgraduate.com/editorial/CD/welding.htm
Anticipatory Set/Introduction/Motivation/Interest Approach:
Review Yesterday’s Lesson:
Yesterday we discussed O/A safety and took a test on safety when using the Oxygen/Acetylene
set-up.
(Q) What are some of the hazards of compressed oxygen?
(Q) What are the dangers of acetylene?
(Q) At what p.s.i. does acetylene become unstable?
(Q) What are some other safety precautions to take when using the O/A welding torch?
Set:
“Who Wants a Job?
The teacher will begin the lesson by enthusiastically asking the question:
(Q) Does anyone want to make money, but never have to work a day in their life?
(A) The students will answer, “Yes!”
By having a job you love to do, it will seem like you aren’t even going to work today. The
teacher will use the following example:
(Q) Who thinks I woke up today, and said, “well I have to go to work today?”
(A) Some students yes and some no
I woke up today and said, “I’m going to spend the day in Molalla, hanging out with a bunch of
bright kids, learning about welding and metal fabrication careers, and best of all I get paid for
it!”
If you set a good goal which we will talk about today, you too can be at that dream job. Maybe
teaching shop?
Transition (Use Objective):
1. Identify the skills and knowledge needed in the welding and metal fabrication industry
2. Research and explore careers in the welding and metal fabrication industry
3. Discuss differences between careers, jobs, and occupations
4. Justify and create measureable and attainable goals
5. Develop a welding and metal fabrication entrepreneurial endeavor and present to class
Strategy – Includes Teacher
Activity, Student Activity,
Questions/Answers and
Objectives
Subject Matter Outline/Problem and Solution (Application
Points Lace in Throughout Lesson) (Modeling, Guided
Practice, and Content)
Objective #1
OK , So you’re thinking, “I could see getting into welding.”
Teacher verbally asks students But you also may be thinking, “How do I make it happen? How
questions pertaining to careers do I get from here to there?”
in horticulture and in general
The good news is there are plenty of routes you can take. Of
(Q) What type of knowledge
course, like any trip, it depends on where you start. Some
does a person in the welding
people are almost born into welding. It’s part of them. Maybe
and metal fabrication industry you grew up on a farm, where there is always something to
need to have?
build or repair. Or maybe your dad does construction, works in
a factory or messes around with cars.
(A) People need to possess the
basic knowledge of the area of For a lot of people though, welding is something you get your
welding and metal fabrication first look at in high school. If that’s where you are now, here’s
in which they are working. i.e. what you should do: take every shop course you can in welding
nursery, plug production, etc.
and metal fabrication.
You’ll learn about the different types of arc welding, like Gas
Tungsten Arc Welding (GTAW), frequently referred to as TIG
(Tungsten Inert Gas) and Gas Metal Arc Welding (GMAW),
(Q) What are some skills
frequently referred to as MIG (Metal Inert Gas). There’s
which would help you to
nothing like hands-on experience with a good instructor to
become more successful in any convince you welding is awesome.
type of career?
And don’t forget about your other high school classes. You’ve
(A)
got to have good math skills to do well in any welding job. You
don’t need to know just addition, subtraction, multiplication
1. Communication
and division; you also have to be good at problem solving and
2. Writing
know basic geometry.
3. Professionalism
4. Personality
Science is key, too. After all, when you come down to it,
5. Mechanical Skills
welding is a kind of science. You need a basic understanding of
6. Marketing
how and why welding actually works before you can do it.
7. Business Skills
8. Math
It’s also a big plus to be a well-rouned person. You’ll find out
that in just about any welding job you need to work with other
people. To be able to talk a problem out. To be part of a team.
Being a good student helps with that.
(A) Business, science, welding
and metal fabrication
Objective #2
Many Choices for Careers in Welding
Students will research two
careers in welding or metal
fabrication list the educational
requirements for the careers,
salaries, and necessary skills
for maintaining those careers.
Are you asking yourself this question: "I’m tired of going to
school but I’m looking for a good paying career. If I pursue a
welding profession, will I be a welder the rest of my life?” You
could be, if that is your choice, but this career opens the door to
a multitude of opportunities, and most offer excellent pay.
a. Each career must be
related to welding or
metal fabrication
somehow
b. Students will identify
how the career relates
to welding or metal
fabrication
c. Students will list the
educational needs for
those careers
Look around you. What metal products do you see or have you
made use of in your own environment? Welding is probably
involved in most of them. Welders work in a variety of jobs in
many different industries including construction, plant
maintenance, manufacturing, plumbing and pipe welding,
automotive and airplane construction and repair services, the
mining or oil and gas extraction industry, railroads — the list
continues. Work is done both indoors and out in virtually every
country in the world. You choose your work location!
You may also choose to advance your career and become a
welding supervisor, welding inspector, welding technician, or a
welding engineer. If you enjoy working with people, perhaps a
position as a sales or service representative or welding
instructor is in your future. Are you creative? Then you may
choose work as a metal sculptor.
Welding is never a dead-end job. It never needs to become
boring. Learning continues to take place throughout the life of
a welder. There is always room for advancement. New
materials and metal alloys present new challenges. Products
that are yet to be invented will need to be welded and the metal
infrastructures of the world will need to be repaired in the 21st
century.
Objective #3
Careers, Jobs, Occupations, and Skills
Teacher will ask students for
examples of jobs and ask
students to come write those
examples on the white board
A career is the direction a person’s life takes as related to their
choice of work. Before choosing a career, a person should be
involved in horticulture related jobs or occupations to see if
that career is the best choice.
(Q) What is the difference
between a career, job, and
occupation?
A job is the work a person performs for a salary and benefits.
(Q) What are personal skills?
To be successful in a career, a person has to be both productive
An occupation is work that has a title and specified duties.
and have the necessary personal skills.
Students write down the
definition of personal skills
and list 5 examples
Personal skills are a person’s abilities to relate to others
productively.
(Q) Why is it important to
have good personal skills?
(A) Many aspects of being
employed require contact with
other individuals, knowing
how to deal with others is vital
in the real world
Objective #4
Goal Setting
(Q) Why is it important to
have goals?
Being successful in a career requires setting and achieving
goals.
(A) So that you have direction
in whatever you are doing
A career goal is a level of accomplishment a person wants to
attain in a career. Goals can change as a person changes, but
goal setting does not.
The teacher will ask students
to raise their hands, and give
an example of a time when
they have had a goal.
After each student gives a goal
the following questions are
asked:
(Q) Why did you come up
with that goal?
(Q) When did you want your
goal to be completed by?
(Q) How did you know your
goal was going to be
completed?
(Q) Who helped you with your
goals?
Students will write down 3
measureable and attainable
Goal setting is the first step in describing what a person
wants to do with their life.
Education and training is also important in preparing for a
horticulture career. A person can receive horticulture training
in high school, junior college, and college.
Education should be related to plant and soil science and plant
structures and functions. Training and education is also
available through student organizations such as the National
FFA Organization.
Goals happen when they are measureable and attainable. What
does this mean?
Each goal MUST include the What, Why, When, How, and
Who. Or the 4 W’s and the H
What is the goal? Why am I completing the goal? When do I
want to finish the goal? How am I going to complete the goal?
Who is going to help me attain my goal?
goals for the year in welding
and metal fabrication and turn
into the teacher.
Objective #5
Welding Career Statistics
(Q) What is an entrepreneur?
Welding has been practiced since the Bronze Age.
(A) Individuals who work for
themselves



Students are to design their
own welding or metal
fabrication business
1. Students must identify
which sector of the
welding or metal
fabrication industry the
business stems from
2. Students must create a
budget for the year to
include how they make
money.
3. A list must be made of
how money comes and
how employees are
paid
4. A speech will explain
to the class how the
business makes money,
spends money, and
survives in the welding
or metal fabrication
industry
Students will be scored on
completeness, detail,
PowerPoint presentation, and
peer evaluation








Two out of three of welding jobs are in manufacturing.
There were approximately 452,000 jobs in welding,
soldering, and brazing in 2002.
Median earnings for welders, cutters, solderers, and
brazers were $14.02/hour in 2002. The top 10% earned
over $21.79/hour.
The top-paying industry that employs welders,
solderers, and brazers was motor vehicle parts
manufacturing. These employees earned an average
hourly wage of $16.02.
Machine setters, operators, and tenders in these fields
earned an average of $13.90/hour.
55% of welders work a 40-hour work week, but many
work overtime, up to 70 hours per week. Some work in
12-hour shifts.
There are many different types of welding, including
oxyfuel, electron beam, laser beam, resistance, electric
arch, and forge welding.
The Egyptians are the thought to be the first to use
pressure, or solid-phase, welding (approx. 3000 B.C.)
Welding can be dangerous if proper precautions are not
taken. One danger is Metal Fume Fever, caused by
breathing in zinc oxide fumes during welding or cutting
galvanized metal.
Brazing is the oldest form of metal-joining. Examples
of brazing date back to 6000 B.C.
A wall painting in a Thebes' tomb dating to 1475
depicts a brazing operation.
Closure/Summary/Conclusion (Tie in Objectives)
To conclude the class the teacher will tie in the objectives listed below and relate some of the
students’ welding or metal fabrication goals to the actual direction of the class. One example
would be the student whose goal was to learn how to graft. This term, like Billy’s goal, we will
be working outside and learning how to graft as a propagation method.
1. Identify the skills and knowledge needed in the welding and metal fabrication industry
2. Research and explore careers in the welding and metal fabrication industry
3. Discuss differences between careers, jobs, and occupations
4. Justify and create measureable and attainable goals
5. Develop a welding and metal fabrication entrepreneurial endeavor and present to class
Evaluation: (Authentic forms of Evaluation, Quizzes, or Written Exam)
Students will peer evaluate each other’s presentations and the teacher will also place a grade on
those presentations. A verbal check for understanding at the end includes the following
questions.
1.
2.
3.
4.
What are some skills needed in welding and metal fabrication?
What are some examples of careers in welding and metal fabrication?
Why do we set measureable and attainable goals?
How do decide what a measureable and attainable goal is?
Assignments: (Student Activities Involved in Lesson/Designed to Meet Objectives)
Daily calendar
Welding and metal fabrication goals sheet
Entrepreneurial presentation
Lesson Reflection
This lesson is similar to one I taught in pruning and the students seemed to generally enjoy
creating their own business. I did cut the presentations down to a more informal style where the
students would just briefly state their business. This seemed to work the best because we didn’t
have to spend as much time in the classroom.