STANDARD 7

Artifact Title: Engine Lubrication Systems Lesson Plan Date: March 2014 Artifact Description: During my student teaching at Washington Park High School I was trying to think of a way that I could have my students demonstrate their knowledge of a small gas engines lubrication system. I began thinking back to my Engines and Tractor Systems class I took at UWPlatteville, and recalled my experiences with rebuilding a small engine. When I began to work on the lesson I incorporated time for lecture and discussion as well as a lab to go with it. I drafted a step by step check sheet for the students to follow while in the lab working on their engines lubrication system. Before students were allowed to use each tool I showed them how to use the tool correctly, and then observed each student using the tools to make sure they were using them correctly. Once they had successfully completed each step on the lab sheet each group had to name each part of the lubrication system and its function in order to get the lab signed by the instructor. Wisconsin Teacher Standard Alignment: I believe this experience best aligns with Standard 7 which states; The teacher understands and uses systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. The lubrication systems lesson achieved goals for the curriculum, the subject matter, and the community. The curriculum was strengthened with practical application of tools and the students had to understand what the lab sheet was asking them to accomplish. The community of Racine can rest easy knowing that every student in the class demonstrated safe a practical application of shop tools. The lubrication lesson and lab gave students the opportunity to obtain knowledge through lecture, discussion, and lab work. Overall the widget lesson was a success and my cooperating teacher said he will be using my lesson in future semesters. As students worked on their engines, I was able to gauge their confidence using shop tools. The design process for the lubrication lesson was systematic because the lesson hit goals that were closely tied with community safety requirements, involved the recent subject matter of tool use, and strengthened the technology education curriculum as a whole.

UWPlatteville School of Education Knowledge, Skill, and Disposition Statement Alignment: This this artifact best aligns with KSD3.c which states; The candidate has the ability to engage students in the learning process by linking appropriate content, based upon suitable instructional materials and resources, to students knowledge and experience, being certain that all students are cognitively engaged in the activities/assignments and that the students actively contribute to the content design. Instruction is highly coherent and appropriately paced for all students and allows for reflection and closure as appropriate. The widget unit incorporated content that was previously taught in my Car Care and Home Maintenance class, as well as previous classes the students had taken. Each widget made was designed to reflect the individual students experience and knowledge. The activity also allowed students to produce a product that emphasized a process as opposed to an end result.

Secondary Alignments: KSD1.c Selects Instructional Goals KSD1.e Designs coherent instruction

What I learned about teaching / learning:

After this experience, I learned that an open mind and a little creativity can go a long way. My initial intent was to have the students demonstrate that they could use the tools correctly. I had no idea that measurement, blueprinting, and safety could be included until I started writing the lesson.

What I learned about myself as a prospective educator:

As a future educator I now know to keep my mind open to new possibilities for lesson improvements. I also know that it is possible to make lessons that cross unit barriers, possibly even pulling lessons from other academic disciplines.