21St Century Instructional Guide for Career Technical Education s2

21st Century Instructional Guide for Career Technical Education

Agriculture Mechanics I – Introduction to Agricultural Power, Structural, and Technical Systems

Agriculture, Science, and Natural Resources

Power, Structural & Technical Systems

Title: / Agriculture Mechanics I – Introduction to Agricultural Power, Structural, and Technical Systems (0112)
Standard Number:
ASN.S.AM1.1 / Nature of Agricultural Mechanics
Students will:
·  Demonstrate an understanding of the scope agricultural mechanics.
·  Demonstrate the ability to use the inquiry process to solve problems.
Essential
Questions / What basic skills are needed by engineers and technicians who design and service today’s agricultural technology? Do you have a future in agricultural mechanics?
Objectives: / Students will / Learning Plan & Notes to Instructor:
ASN.O.AM1.1.1 / explore various career opportunities in the agricultural mechanics industry. / Use the internet to find / locate jobs related to agricultural mechanics. (Salary, job description, job location, etc.). Use books / magazines to locate jobs related to agricultural mechanics.
ASN.O.AM1.1.2 / recognize potential safety hazards in agricultural mechanics settings. / Review shop safety information on each individual machine and general shop safety rules for everything in the shop.
Students should successfully pass shop safety tests with 100% accuracy.
ASN.O.AM1.1.3 / describe tasks associated with the maintenance and repair of agricultural power systems. / Utilize operating and repair manuals to gain insight into the type of skills needed to repair agricultural machinery.
ASN.O.AM1.1.4 / describe tasks associated with designing and building agricultural structures. / Review building types, roofing styles, and building design principles (layout, orientation, etc.). Identify different types of drawings.
ASN.O.AM1.1.5 / describe tasks associated with the maintenance and repair of agricultural technical systems. / Demonstrate the use of GPS systems in agriculture. Explore the impact of computers and electronics in agricultural technology.
Standard Number:
ASN.S.AM1.2 / Content of Studies in Agricultural Mechanics
Students will:
·  Demonstrate knowledge, understanding, and applications of facts, concepts, principles, theories and models as delineated in the objectives.
·  Relate the principles contained in the sciences, economics, mathematics, and language arts to agricultural mechanics.
Essential
Questions / What technical skills are needed to be successful in an agricultural mechanics career?
Objectives: / Students will / Learning Plan & Notes to Instructor:
ASN.O.AM1.2.1 / create and maintain a safe working environment in agricultural mechanics settings. / Develop expectations for safe behavior in the ag mechanics lab. Require OSHA mandated regulations be observed in the ag mechanics lab. Form a safety committee to help locate and correct any safety concerns. Have safety committee complete a shop safety inspection checklist. Show videos on shop safety, or have a guest speaker from the industry to speak on accidents. Teach tractor / ATV safety.
Teach fire extinguisher uses (Types ABCD)
ASN.O.AM1.2.2 / demonstrate accuracy in measuring and marking. / Practice reading rulers and measuring tapes. Demonstrate use of marking tools used on wood and metal.
ASN.O.AM1.2.3 / identify, classify, and describe proper applications for the use of specific fasteners. / Provide examples of numerous types of nails, bolts, screws, and other fasteners. Provide project scenarios and have students select appropriate fasteners to complete the task.
ASN.O.AM1.2.4 / identify, categorize, and demonstrate the safe use of hand tools. / Describe the categories of tools (i.e., layout, measuring & marking, cutting, driving, etc.) and provide examples of the basic tools included in each category.
ASN.O.AM1.2.5 / identify and demonstrate the safe use of power tools used for carpentry projects. / Demonstrate safe use of all power tools used in carpentry projects. Demonstrate skills using various hand tools correctly on a single board.
ASN.O.AM1.2.6 / operate various metal working tools (including oxyacetylene torches, arc, MIG and TIG welders) according to manufacturer’s recommendations. / Construct a small lower level project (ex., hay hook, cold chisel, steel post driver) that is approved by the instructor and utilizes basic skills using various metal working tools.
ASN.O.AM1.2.7 / interpret a blueprint. / Have students review a blueprint and utilize symbols on the sketch to answer questions about the project. Could also show student a project and multiple sets of prints of similar objects and determine which set of prints was used to construct the project on display.
ASN.O.AM1.2.8 / distinguish between alternating current and direct current and give examples of uses for each. / Refer to industry training materials and provide scenarios in which students determine the most appropriate form of electrical power.
ASN.O.AM1.2.9 / make sense of electrical wiring circuit layouts. / Provide schematic diagrams of electrical circuits and have students predict results. Have students wire an electrical circuit based on a schematic diagram.
ASN.O.AM1.2.10 / explain principles of operation of gasoline and diesel (internal combustion) engines. / Use industry videos and other resources to teach principles of engine operation. Contrast and compare gasoline and diesel engines.
ASN.O.AM1.2.11 / identify and describe the functions of internal combustion engine components. / Consider disassembly and reassembly of a small gasoline engine.
Standard Number:
ASN.S.AM1.3 / Application of Knowledge and Skills Acquired Through Studies of Agricultural Mechanics
Students will:
·  apply the principles of the sciences, economics, mathematics, and language arts to agricultural mechanics.
·  analyze information and situations to select the best means of performing tasks associated with agricultural mechanics.
·  demonstrate an ability to utilize technology to perform tasks associated with studies in agricultural mechanics.
·  evaluate agricultural products and processes and defend decisions related to such.
Essential
Questions / What technological advances have occurred in the Agricultural Mechanics Industry in the past 150 years and what can you do to help them to advance in the future?
If you had an idea for an agricultural mechanics project, what steps should you follow to create the project?
Objectives: / Students will / Learning Plan & Notes to Instructor:
ASN.O.AM1.3.1 / sketch blueprints for an agricultural mechanics project. / Draw blueprints to scale for an approved shop project.
ASN.O.AM1.3.2 / construct an agricultural mechanics project utilizing only hand tools. / Construct a small lower level project (ex., concrete wood float, nail box, cutting board) that is approved by the instructor using various hand tools.
ASN.O.AM1.3.3 / utilize power tools to construct a carpentry project. / Construct an upper level project (portable loading chute, mineral feeder, truck racks) that is approved by the instructor using various power tools.
ASN.O.AM1.3.4 / develop basic skills essential to proficient use of metalworking tools (including oxyacetylene torches, arc, MIG and TIG welders). / Use skill development exercises with necessary practice and permit students to critique sample work provided.
ASN.O.AM1.3.5 / construct an agricultural mechanics project utilizing metalworking tools. / Construct an upper level project (round bale spear, hay wagon, mini-hacksaw) that is approved by the instructor using various metal working tools.
ASN.O.AM1.3.6 / demonstrate skills used in electrical wiring of branch circuits. / Properly wire receptacles in a series and a light fixture operated by three-way switches.
ASN.O.AM1.3.7 / service a small gas engine. / Demonstrate procedures for: changing oil; gapping and replacing spark plugs; servicing air cleaners, etc.
ASN.O.AM1.3.8 / engage in appropriate supervised agricultural experience (SAE) programs through entrepreneurship, placement, research, and exploratory enterprises. / Explore SAE resources at the National FFA website and introduce students to the types and benefits of SAE programs.
ASN.O.AM1.3.9 / maintain accurate records on individual supervised agricultural experience (SAE) programs. / Provide a few minutes of class time each week for students to enter and update data in their record books.
ASN.O.AM1.3.10 / summarize and analyze records related to supervised agricultural experience (SAE) programs. / Students will complete financial income and expense statements and determine profitability of enterprises. Students will calculate pertinent efficiency factors such as rate of gain, yield per acre, etc.
Standard Number:
ASN.S. AM1.4 / Participating in the student organization
Students will participate in a local student organization.
Essential
Questions / How could membership in a student organization benefit your career?
Objectives: / Student will / Learning Plan & Notes to Instructor
ASN.O. AM1.4.1 / identify the purposes and goals of the student/professional organization / Use visual presentations and the chapter program of activities to depict opportunities. Invite state officers or alumni to speak to class. View state and national FFA web pages and have students find the organization’s goals and purpose.
ASN.O. AM1.4.2 / explain the benefits and responsibilities of participation in student/professional/civic organization as an adult / Hold a panel discussion with guests invited from business and industry to talk about their involvement in the community and how their earlier participation in FFA affected their careers.
ASN.O. AM1.4.3 / demonstrate leadership skills through participation in student/professional/civic organization activities such as meetings, programs, and projects / Have students compete in state and national competitions, attend winter leadership and other career development conferences. Encourage students to run for officers in the local, state, or National FFA Organization.
21st Century Skills / Learning Skills & Technology Tools / Teaching Strategies Culminating Activity / Evidence of Success
Information and Communication Skills / 21C.O.9-12.1.LS1. / Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media / Provide basic instruction of appropriate research techniques and follow-up with opportunities to utilize available technology. / Student demonstrates ability to gather data for assigned research projects and incorporates pertinent information into well-developed presentations.
Thinking and Reasoning Skills / 21C.O.9-12.2.LS1 / Student engages in a critical thinking process that supports synthesis and conducts evaluation using complex criteria. / Consistently provide opportunity to apply principles acquired to real-world situations. / Carefully review answers to higher-order questions and require students to defend decisions when faced with such.
Personal, and Workplace, Skills / 21C.O.9-12.3.LS1 / Student remains composed and focused, even under stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from win-win perspective, and derives personal satisfaction from achieving group goals. / Frequently conduct role-playing scenarios in the context of the agriculture industry. / Evaluate students’ abilities to work with others on projects and have students defend actions and decisions in role-playing scenarios. If students are employed, discuss job performance with supervisor.
Learning Skills & Technology Tools / Teaching Strategies Culminating Activity / Evidence of Success
Entrepreneurship Skills / B.01-B.11, .17-.28 / Understands the personal traits/behaviors associated with successful entrepreneurial performance. / Students will process leadership, personal management, communication, and interpersonal skills as they engage in collaborative work, decision-making processes, operate multimedia equipment, and draw career conclusions. / Student display appropriate leadership, communication, and interpersonal traits/behaviors in personal applications and collaboration with others. Students successfully use basic computer operations to complete task and projects. Students draw conclusions regarding educational requirements, job duties, and salary expectation in their area of interest.
D.01-D.06, .08, .014, .17, .21-.30, / Understand concepts, strategies, and systems needed to interact effectively with others.
E.01-.16 / Understand concepts and procedures needed for basic computer operations
H.04-06, .14-.18 / Understand concepts and strategies needed for career exploration, development, and growth.
Culminating Assessment
Culminating Assessment / What qualities and skills would the manager of an area agricultural machinery dealership need in order to be proficient in this job?
Assess an agricultural mechanics facility for its safety. Identify safe conditions in place and recommend equipment, spacing, or practices to provide a safer working environment.
What tools would be needed to construct a feed bunk for a beef cattle facility, utilizing both wood and metal? List all materials used in your design and draw it to scale.
Review the blueprints or diagram of any complex agricultural mechanics project. Provide a list of all skills in which the builder must be proficient in order to construct the project.
Links and Other Resources
Links and Other Resources / Related Websites:
Consult State Departments of Agriculture websites
Consult college and university agricultural engineering departments’ websites
How stuff works
http://www.howstuffworks.com/
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia FFA Association
www.wvffa.org
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts
Contacts / Agriculture Teachers: See Agricultural Education Directory
Agriculture, Science and Natural Resources Coordinator: Keith Burdette ()
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson

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