Identifying the Right Tools

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title:

  Plumbing Technology 3

  Course Number:

  8721630

  Career Cluster:

  Architecture and Construction

  CIP Number:

  0646050311

  Course Type:

  High School Career Prep

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Location, Location!” See CPALMS resource ID# 222026.

• Career Connection

  
  

  In this lesson students will work collaboratively, demonstrate the ability to problem-solve and practice real-world hands on activities meant to prepare them for future careers in the workforce.

• Learning Objectives

  
  

  Students will be able to:

  • Disuss and identify the proper tools/materials/equipment necessary to complete a job following exact specifications and plumbing codes.
  • Present and demonstrate a solution to a real-world situation.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Demonstrate basic skills with hand and power tools.

• Guiding Questions

  
  
  • Why is it important to have the right tools to complete any job?

• Procedure

  
  
  1. To introduce the lesson, pose the following question to the students: "Why is it important to have the appropriate tools for any job?" Allow students time to discuss in pairs or in groups. Teacher can record student answers on the board.
  2. Once students have had time to discuss teacher can provide the class with the case study, “Location, Location!" (see CPALMS resource ID # 222026) to read individually.
  3. After students have read the case study, teacher can place them into groups and provide them with the discussion questions below and the attached Attic Layout to review:
  • • How will Jimmy move this water tank down from the attic safely?
    • How can Jimmy fashion a catwalk to transport it to the access?
    • Can Jimmy safely cut away any structural bracing to make room for this?
    • What tools and materials would be needed for any or all of these solutions?
    • What could possibly go wrong with any of these choices?
    • Which would be the most effective of these solutions?
  4. Students can then be placed into larger groups and provided materials/tools/equipment that can be used to fix the hypothetical problem from the case study. Student groups should demonstrate and present to other groups their solutions to the problem.
  • • (If physical materials/tools/equipment are not available, students can draw a diagram of how they would fix the problem along with labels of all of the parts and specifically list the tools used to accompany a presentation that describes their solution.)
  5. After student groups have presented their solutions, have students discuss and take notice of the different methods of solving the same problem with the same or similar materials/tools/equipment.
  6. To close this lesson, have students write a summary after evaluating their solutions in comparison to the way other groups solved the problem. Students can complete and exit ticket where they record 3 differences in the way their classmates solved the same problem that they observed during the gallery walk.
  7. In order to connect the activity to a future career in plumbing pose the following questions to the students as a whole group and allow them time to briefly discuss each:
  • • What are skills used in today’s lesson that can be applied to other trades?
    • In what way can these skills be applied to different trades?
    • What would be a benefit of having thorough knowledge of the tools and equipment for any trade?
    • What other considerations should a tradesman take into account when starting any job, besides the equipment and tools necessary?

• Teacher Notes

  
  
  • This lesson can be completed over 2 class periods if necessary.