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( Lesson Plan: Trust Me, Im a Welder! - Welding and shop safety and electrode classification 70 minute block period (San Luis Obispo High School) Standards Addressed/Established Goals: CFL2301-Welding equipment and safety o Pass a safety test and demonstrate proper use of arc welding equipment. CFL2303-American Welding Society (AWS) classification system for electrodes o Be familiar with the American Welding Society (AWS) classification for electrodes. Understandings: Students will understand the importance of welding and shop safety and gain the ability to pass a safety test. Students will understand and be able to demonstrate the proper use of arc welding equipment. Students will understand and list the names and uses for certain essential shop tools and equipment. Students will understand and be familiar with the American Welding Society (AWS) classification for electrodes. Essential Questions: What is the proper way to turn on and operate an arc welder? What necessary equipment/gear do you need to arc weld? How do you determine what kind of electrode you have? o What does the classification E-7018 on an electrode mean? Where (in the shop) are the first aid kits, fire extinguishers and phone? Assessments: The following types of formative assessments will be used to gauge students level of understanding: Correct identification of electrodes in class [informal, direct] A passing score on the safety test (next class) [formal, summative, direct] Completion of the handout that accompanies the PowerPoint [formal, direct] Completion of lecture homework assignment [formal, direct]

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( Instructional Strategies and Learning Tasks 1. Before Class: a. Set up different stations (6) around the room with important safety tools. b. Place the handout for lecture tool ID and PowerPoint on the students desks. [attached] c. Have an arc welding machine set-up and operational in the shop. d. Set up a tool ID station in the shop with important safety tools ( ! from lecture, ! from lab). e. Place handout for shop tool ID in the shop with the tool ID equipment. 2. (5 min) Warm-up: a. Play funny shop safety video as students are entering classroom and settling down. i. http://youtu.be/7oHKMDnEJ6I b. While video is playing, students write down key points made in the video on handout. [attached] c. After the video finishes, have students list off what they saw in the video that they thought was important. 3. (10 min) Introduction to Shop Tools and Electrodes: a. Break the students into groups and have them go through the different stations and complete the handout [attached] ---ASSESSMENT: A way to figure out the individual level that the students are at with tool ID--b. Discuss what the different tools are after the students are done 4. (10 min) Lecture on Shop Safety and AWS Electrode Classification: ---PowerPoint and handout on shop safety attached--a. Students take notes on their tool ID and PowerPoint handout i. Wear gloves and eye and face protection ii. Avoid electrical shock iii. Protect others iv. Never weld in a damp area v. Never wear synthetic fiber clothing vi. Protect welding cables vii. Secure work viii. Dispose of electrode stubs properly ix. Prevent burns x. Do not let the electrode stick xi. Use both hands xii. Handle hot metal with pliers or tongs xiii. Weld in a well-ventilated area xiv. Do not carry matches or lighters, and do not allow bystanders to smoke b. The American Welding Society (AWS) has developed the following electrode classification system: i. EXAMPLE: What does the classification E-70 1 8 on an electrode mean? 1. The E means that the electrode is used for electric arc welding.

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( 2. The first two digits indicate the tensile strength in thousands of pounds per square inch (i.e., 70 means 70,000 psi). 3. The fourth digit indicates the special characteristics of the electrode, such as type and general content of the coating, weld quality, amount of penetration, and the type of arc or electrical current. The fourth digit may be any number between 0 and 8. It is important to note that the fourth digit cannot be considered individually but must be considered in conjunction with the third digit in order to identify both the polarity and position of the electrode. c. Electrode Selection: i. Electrode Diameter ii. Joint Design iii. Welding Position iv. Type of Welding Current 5. (30 min) Shop Time: a. Take the students into the shop. b. Show the students where all of the important safety equipment is located: i. Fire extinguisher, baking soda, cat sand ii. First aid kits iii. Telephone for 911 or Administration office ---ASSESSMENT: If I have ____________ type of fire, what type of fire extinguisher will I need?--c. Demonstrate the proper way to turn on, use and turn off the arc welder i. An arc welding machine joins two metals together by generating an electric arc between a coated metal electrode and a base metal. The heat of the electric arc melts the metal which mixes with the molten deposits of the coated electrode. The coating of the electrode produces a gas which shields the weld from the atmosphere and helps to maintain the weld shape. This coating is later removed in the form of slag. The slag coating over the weld insulates the hot weld from contaminants in the air during cooling. 1. Power Supply 2. Ground Clamp 3. Electrode Holder (or Stinger) 4. Cables 5. Electrode ii. Protective clothing must be worn at all times when welding. The heat created during arc welding creates flying molten sparks and ultraviolet and infrared rays that can burn the skin. 1. Leather Gloves 2. Leather or Cotton Sleeves 3. Body Protection 4. Footwear 5. Arc Welding Helmets and Shields 6. Goggles

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( 7. Tongs 8. Slag Hammer or Chipping Hammer 9. Wire Brush iii. Independent or Group work: Practice identifying and handling arc welding equipment, making sure that all safety procedures are followed and that suitable clothing is being worn. 1. If the student is more advanced and has the necessary equipment, they can practice turning on and running the arc welder. d. While the students are in the shop, the teacher should be moving around the classroom, checking in on the students and equipment, ensuring that everyone is on task and being safe. 6. (10 min) Activity Closure: ---ASSESSMENT: (independent work) Students fill out the shop tool ID handout and turn in to teacher-----ASSESSMENT: Hand out and explain homework assignment [attached] --a. Answer any questions that the students may have about todays lecture, homework assignment, etc. b. Lecture and lab handouts will be collected, along with the homework, next class period. c. TEST ON SHOP SAFETY NEXT CLASS PERIOD!!! 7. (5 min) Shop Clean-up: a. It should be left cleaner than it was found i.e. i. Turn off and put away all machines ii. Put all tools away in their proper place iii. Put all materials back where they were found iv. Sweep floor and tables v. Push in all chairs

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( ELD and Other Special Needs Strategies Support for English Language Learners: 1. Realia: Realia uses real objects that are then used in the classroom to build background knowledge and vocabulary. It provides experiences on which to build and to provide students with opportunities to use all the senses in learning. For example, when I am teaching a unit on the skeletal system of an animal, I can take the students out to the school farm and point out the parts on a live animal. I can then have the students draw the system on the animal with washable paint, so that not only do they have the vocabulary development, they also have the sensory experience to go along with it. 2. Microselection: Microselection is the ability to find the key words in individual sentences and is a prerequisite for students understanding how to find the main idea in longer reading passages. By beginning with individual sentences, students find success and gradually transfer this ability to longer text passages. Students are better able to retain the meaning of a reading when they can locate and recall main ideas, rather than trying to remember each detail because they havent been able to prioritize the information read. For example, instead of having the students read a section from the science book silently, you can have them work in groups, going sentence by sentence to determine the important words to help decipher why you had them read this section from the book to begin with. You can then have the students put their selected words on a classroom poster, so that they can refer back to it periodically throughout the remainder of the unit. 3. Graphic Organizers: Graphic organizers are visuals or pictures that are created to represent ideas, text or connections between texts. Graphic organizers aid comprehension by enabling readers to label aspects of a text, using language from that text, to visually illustrate the connections between events and characters. An example of using graphic organizers in the classroom would be have the students create a Venn diagram during an animal science unit, comparing and contrasting two different animals. Principles of Universal Design for Learning: 1. Representation: By providing multiple examples, highlight critical features, providing multiple media and formats and supporting background context, you are giving students options for perception, language, mathematical expressions, symbols, and comprehension, creating resourceful and knowledgeable learners. For example, during the PowerPoint presentation, I give the students a handout to complete. This allows students to take notes during the presentation if they are kinetic learners, or, if they are auditory learners, the handout gives them something to look back on later to help refresh their. It gives the students options to do whatever they need to do to learn best. 2. Action/Expression: By providing flexible models of skilled performance, opportunities for supportive practice, ongoing and relevant feedback and flexible opportunities for demonstrating skill, you give students options for physical action, expression, communication and executive functions, creating strategic and goal-oriented learners. This is implemented in the above lesson when I ask students to work on their shop tool IDs. Students work in selected pairs as they go through the different ID stations, during which, the teacher provides supports by checking and prompting. 3. Engagement: By offering choices of content and tools, adjustable levels of challenge, choices of rewards and choices of learning context, you give your students options for

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( recruiting interest, sustaining effort and persistence, and self-regulation, creating purposeful, and motivated learners. In this lesson plan, students who have more experience in an agricultural shop are able to do independent work like working with the welders or starting on a project. However, these same advanced students are expected to spread the wealth and help those other classmates that need additional help or guidance. Elements of Differentiated Instruction: Differentiated instruction is a philosophy of teaching purporting that students learn best when their teachers effectively address variance in students readiness levels, interests and learning profile preferences. There are three key elements of the curriculum that can be differentiated in the education environment: Content, Process, and Products. By using several elements and materials to support instructional content, aligning tasks and objectives to the learning goals and ensuring that the instruction is concept-focused and principal-driven, students are better able to gain access to important learning concepts, generalizations, principles, attitudes and skills. The goal of DI is to maximize the learning potential of each student. In the above lesson, this is done by ensuring that the learning environment (i.e. the shop) is both safe and challenging at all times and that the learning goals for the lesson are clearly focused on essential knowledge and understanding (as seen in the Objectives portion on the PowerPoint handout). The lesson also includes ongoing assessments to regularly inform me as the teacher how the class as a whole is doing and how each individual student understands the subject matter. Throughout all of this, the lesson is designed around the concept that the classroom is a community of learning in which students are expected to share with the teacher the responsibilities for respect, optimum operation and maximum individual growth as seen in the inner-discipline the students are expected to showcase during the individual and group shop time. In addition to incorporating UDL and DI into my daily lessons, I want to better understand my students and what they need to become the best that they can be on a deeper level. I plan on having them take a Myers-Briggs personality test at the beginning of every new trimester. The Myers-Briggs Type Indicator (MBTI) is one of the most popular and respected personality type tools in the world. Having my students take this test would allow me to build better relationships with my students and develop better teams. Part of the growing-up process is not just learning how we individually operate, but also how others think and operate so that we may better develop the parts of us that we need to learn more about. Every single one of my students is going to be different than every other one and by working to better understand those differences will learn how to manage my classroom and my shop better. Although the test will be administered prior to this unit on Shop Safety, I will use the information I garnered from those tests to individualize my instruction for my students.

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( !"#$%&'"#()*+,"&-+.#)/""0"01)) 0.2,"0.$/#(./(34.5(3&%,#6(&/7(81,'#".7,(91&--$%$'&#$./( Handout for Introduction and PowerPoint Handout for shop Tool ID Homework assignment on lecture topic Special Material and Equipment: arc welding helmet, leather gloves, aprons, coveralls, strikers, safety test, slag hammer, safety goggles and arc welder Textbook: o WELDING SKILLS AND PRACTICES (5th ed.). Available from: American Technical Society, Chicago, IL 60637 Hobart Brothers Company. (1978). TECHNICAL GUIDE FOR SHIELDED METAL ARC WELDING. Available from: Hobart Brothers Company, Troy, OH 45373

Homework/Assignment for Next Class: Homework on lecture topic Safety test next class