No Problem, Standing Water

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Career Cluster: Architecture and Construction

  CIP: 0646050311

  Program Name: Plumbing

  Course Name: Plumbing Technology 2

  Course Number: 8721620

  Course Type: High Career Preparatory

• Unit Outline

  
  

  This lesson is designed to be used with the case study, "Standing Water, No Sweat." See CPALMS resource ID# 222012.

• Career Connection

  
  

  Students will be able to work through adversity, practicing critical thinking and using problem-solving techniques to define a problem, determine the cause, evaluate alternatives for a solution, and implement the solution. These skills can carry over into a variety of workplace scenarios.

• Learning Objectives

  
  

  Students will be able to:

  • Identify the equipment and materials needed for a plumbing job in accordance with job specifications and codes.
  • Troubleshoot a temperature-related real-world plumbing issue using a variety of tools and materials
  • Present a solution to a real-world plumbing issue.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Work in groups.
  • Basic knowledge and skills related to pipe joining, especially brazing and soldering.

• Guiding Questions

  
  
  • What do you think the effects of steam on a solder joint are?
  • What are some ways to purge water from a piping system?
  • What tools and materials are most useful in purging water from a piping system?

• Procedure

  
  
  1. To begin the lesson, ask the students the following questions:
     • What are your experiences with soldering a copper pipe?
     • How comfortable are you soldering a copper pipe?
  2. Display the attached Steps for Soldering Copper Pipe. Discuss with students the basic steps. Identify any previous experience students have and address any misconceptions. For example, ask students, “What are some unique properties of copper piping?”
  3. Provide students with a copy of the case study, “Standing Water, No Sweat,” (see CPALMS resource ID#222012). Have students read independently first, making any notes or annotations on the sides. Reread again with students or have students read in pairs.
  4. Ask the following case study discussion questions.
     • What tools and materials is Jimmy using for this job?
     • How is his choice of tools affecting the job at hand?
     • What is the issue that Jimmy is having? What has caused the issue?
     • How can Jimmy troubleshoot this issue?
  5. In small groups, instruct students to work together to create a poster displaying the steps they would take to resolve the issue presented in the case study. Have students include visuals of the tools, equipment and personal protective equipment (PPE) that they would need to achieve their solution.
  6. Once student posters are ready, have each group present their solutions.
     • If working in a lab or shop setting, have students handle the materials available as they present. For example, have students wear PPE and show the techniques they would use with each piece of equipment, tool, or pipe and fitting.
     • If the tools and equipment are unavailable, students can act out the handling of the materials.
  7. To close the lesson, have students reflect on the following future of work questions.
     • Why is it important in any trade to be able to effectively troubleshoot a problem?
     • How does knowledge of materials and their properties help you troubleshoot problems?
     • What employee-related skills are needed to be able to effectively and efficiently solve problems?

• Teacher Notes

  
  
  • This activity can also be done in a shop/lab, using actual pipe and fittings.
  • This lesson can be extended to another day for presentations.