day 30 learn cfc ppt

LEARN – DAY 30Construction Foundation Course

Week Six: Day 30 (Friday)Content for the day

• Blueprints

• Construction Math

• Tools and Equipment

Week Six: Day 30 (Friday)Materials for the day

• Resource 5.1 – Minute Measure PPT

• Resource 5.26 – Name That

Week Six: Day 30 (Friday)First and Second Hours (7:30 – 9:30) - 1

• Check-in: Shake hands. Remind students: binders, seating. Start class.

• Review the day: Review the day’s activities from the list on the board or chart paper.

• Binder check: This can be done at any time during the day.


5 min. Minute Measure, slide #10

5 min. Explain to the students that Mr. Plaza’s cabin is located in a semi-rural setting outside of a small town in Georgia. The town does supply water to the area but not sewer services. One of the reasons why Mr. Plaza wanted the roses on the perimeter instead of a more garden-like setting is that he didn’t want to take any chance of running into problems with his septic system. Have students turn to p. 871 to see the picture of a typical septic system and take notes while you read the section on Wells and septic systems p. 870. Have students make out vocabulary cards for

• septic system• drain field

Blueprints


10 min. Explain that, to understand how the septic system works, we have to know that there are 2 parts to the plumbing system: 1) the supply side, which brings fresh water in to the kitchen, bathrooms, and laundry using supply pipes; and 2) the waste side which removes solid and liquid waste through the drain/waste/vent (DWV) system.

Ask Work Teams to read the section on Understanding a plumbing system on p. 869-70, answer the notes question, “How does a plumbing trap work?” and make out vocabulary cards for the items listed above and

• Waste pipes• Vent pipes• Service main• Plumbing trap/P-trap


10 min. Explain that, because the pipes are different for supply and DWV, the ways of connecting pieces of pipe are also different. Have Work Teams read the section on Basic plumbing materials. Take notes to answer questions about methods of joining copper pipes/fittings, flexible copper tubing, ABS, and PVC. Make out vocabulary cards for

• Soldering• Flexible copper tubing• ABS• PVC

Stretch Break: Everyone stands. You ask Work Team 2 to present their metric rap. They perform. Everyone claps and sits down.


5 min. A second major component of house mechanicals is the electrical system. Give pair-shares 3 minutes to compare the electrical wiring plan on p. 876 to the floor plan for the Cabin. Have them locate and identify symbols for lights, switches, and receptacles on both plans. Have them also determine if there is any detail that is shown in the wiring plan on p. 876 that is not in the Cabin plan. Call on one pair-share. Get a second opinion.


15 min. Have Work Teams read Electrical Systems Basics, pp. 876-878 and Electrical Materials and Systems, pp. 878-881. Their notes should include responses to questions about how electricity comes from the transformer to the service panel, types of circuits, types of wires, stages of house wiring, how wires are exposed inside the box, etc. Make out vocabulary cards for

* Amp * Armored cable (BX)

* Service panel * Rigid metal or plastic conduit

* Circuit * Outlet boxes

* Circuit breaker * Knockouts

* Appliance circuit * Receptacle

* General purpose circuit * Rough-in electrical

* Special purpose circuit * Finish electrical

* Non-metallic sheathed * Pulling the cables

cable wiring (NMC) * Wire nut/wire connector (electrical)

Check consistency of cards.


10 min. Explain that Mr. Plaza did not want to spend the money for a major HVAC unit for such a small cabin. Instead, he opted for electric space heaters, a relatively expensive way of heating per unit but reasonable given the mild climate, the small space, and the fact that they don’t use the cabin much in the winter anyway.

However, when they do use the cabin in the winter, it is often just Mr. Plaza and his wife who come, as the kids don’t enjoy being cooped up in such a small space if it’s raining or really cold outside. When the boys don’t come, the loft does not need to be heated, but heat rises through the hole where the ladder goes up anyway.


Give Work Teams 3 minutes to come up with a recommendation for Mr. Plaza in as much detail as possible explaining how he can prevent the heat flow to the loft. Call on one Work Team to provide their recommendation and rationale. Get a second opinion.

Explain that there is another approach to conserving heat in a house: using ceiling fans to re-distribute the heat. Because heat rises, it can create heat traps in the top 1/3 of the room, while people feel cold in the bottom 2/3. Using a ceiling fan to circulate the air pushes the warm air down again, equalizing the temperature throughout the room. Have Work Teams check to see if Mr. Plaza has included ceiling fans. (No)


Have each Work Team write an email to Mr. Plaza recommending that he install ceiling fan and light combinations where he has just ceiling lights now in the bedroom and living room and explain why. Compare emails.

15 min. Work Teams display addition drawings from last night’s homework—the large drawing and the section drawings by each Team member. Have students take out their performance criteria. One person from each Work Team stays with the display to answer any questions. The others have 2 minutes at each display to evaluate the work in relation to the performance criteria, followed by a general discussion of each Team’s work.


The final 45 minutes of Construction Math are reserved for either or some combination of both of the following activities.

• Games and Tournaments. If most students have mastered the major concepts presented in Construction Math, then help to ensure construction math fluency by using the time for practice. Select from the Tournaments and Games described in Appendix A and organize team competitions using the terms and formulas taught throughout the construction math course.

Construction Math (45 MIN)

Week Six: Day 30 (Friday)First and Second Hours (7:30 – 9:30) -11

• Additional Math Instruction. If students require additional instruction in any of the concepts or processes taught over the last several weeks, re teach the content during this 45 minute period. Whole group, direct instruction may be appropriate if most of the students are struggling with specific content. If some students have mastered the content, team them with students who require support. The latter approach allows you vary the content based on student need.

Snack Break (9:30-9:40)

Week Six: Day 30 (Friday)Third and Fourth Hours (9:40 – 11:30) - 1

100 min. Students continue at work stations, moving on when they’ve reached at least a basic proficiency level. Students always complete their vocabulary cards for each new station before beginning work on proficiencies. Continue to balance the groups at the work stations so none are too crowded. Monitor carefully; initial proficiencies on your file copy and the student’s copy of the rubric as students demonstrate competency.

Tools and Equipment – Hands-on-exposure

Week Six: Day 30 (Friday)Third and Fourth Hours (9:40 – 11:30) - 2

Monitor student proficiency completion, so that you set up project stations as needed. Monitor individual students for time management.

10 min. Play “Name That…” (See Appendix A for explanation of how to play Name That….) Use Resource 5.26.

Reflection

Out the door: Model Notes, Reflection, binders on the shelf, shake hands.

Week Six: Day 30 (Friday)AFTER HOURS

• Open Computer Lab

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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695 Job Corps Professional Development Support - KUCRL