This plan is the first day of a shop class.(~50 min) As industrial arts teachers, we are not held to any standards that we need to meet. In fact the CTE standards held by state of california do not cover the basic operations of a shop class. They are more like the component knowledge of what you might know if you can run or operate well in a shop well.
I will adapt some of the standards an IA teacher is responsible for when testing for the credential(CSET) to teach shop.

Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges from past learning, behavior expectations)

This is the first day of a middle school shop class, beginner level. Cover saftey standards and operational overview and demonstrations of safety equipment, design, and thinking. End with dicipline and expectations so that the students will leave thinking about how to behave next time they come back.
Understand safety principles, safety regulations, and safety engineering (and thinking)
We will begin class with recalling prior experience with injury. Each student is to spend 5 minutes tying red strips of fabric around places on their body where they have injuries. After 5 minute quiet contemplation, they will spend 5 minutes walking around asking eachother about their injuries.

This class focuses on writing lesson plans. We will look at the national university standard lesson plan, and also the 5 star lesson plan, which our text focuses on. I will be developing my lesson plans for the first two days of middle school shop class. This is geared towards the beginner shop student. I will need to develop further plans for working with students who took shop prior years with a previous teacher. This will entail developing a special set of plans that I will use for the first two years until all students are on same program.

This version has my notes and responses in plain text.

POWER AND ENERGY (SMR Domain 2)

Candidates demonstrate an understanding of the fundamental scientific concepts of power and energy
and how these concepts apply to mechanical, fluid, thermal, and electrical systems. Candidates
understand the generation, transmission, storage, and control of power and energy and apply this
knowledge to design, maintain, and analyze a variety of power and energy technologies, including
transportation technologies.

0001 Processes (SMR 2.1)

a. Demonstrate an understanding of power generation processes (e.g., geothermal, nuclear,
solar, fossil fuel, fuel cell).
Geothermal energy from the earth's mantle can be utilized in the occurance of steam vents near the surface that can drive turbines, which in turn generate electricity. Another example of geothermal energy utilization is passive geothermal cooling. This process pumps warmed ambient air through a duct system that goes bellow the topsoil to a depth where the soli temperature is a constant temperature. The heat is transfered to the cool thermal mass and returns cooler air.
A fuel cell intakes hydrogen. A membrane allows only the nucleus of the hydrogen atoms to pass through, while the electrons travel around the membrane creating a current.

NATURE OF TECHNOLOGY (SMR Domain 1)

Candidates understand technology as a problem-solving process and know the history and evolution of technology. They understand that technology involves creativity and innovation and are able to use concepts from the core content areas of science, mathematics, social science, and language arts as well as other content areas commonly taught in California public schools to design solutions to problems. Candidates understand the social aspect of technology and analyze the positive and negative effects of technologies on society and the environment. They understand the skills, knowledge, attitudes, and commitment to lifelong learning necessary to develop technological literacy and apply this knowledge in a rapidly changing global environment.

0001 Innovation and Design (SMR 1.1)

a. Demonstrate an understanding of the engineering design process (e.g., defining a problem, using research techniques, communicating solutions, analyzing and optimizing solutions).
b. Understand the product life cycle (e.g., prototypes, transition to production, evaluating product success).
c. Demonstrate an understanding of how to use technological processes and systems to arrive at solutions to real-world problems.

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