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|Welder: |English Language Arts- |Demonstration of Proficiency |Maine Learning Results- |

|Duties, Skills, and Tasks |Reading, Writing, Speaking and Listening (CCSS) |(Possible Evidence, Project, Performance |Guiding Principles, |

| | |Assessment, Certification etc.) |and |

| | | |Career and Education Development |

|1. Occupational Orientation |

| |Resumes/Cover Letters (optional) |Through this cluster, students might write |A. A clear and effective communicator |

|Prepare time or job cards, reports or records. |WHST.4.11-12: Produce clear and coherent writing in |resumes and cover letters, research specific |who: |

|Perform house keeping duties. |which the development, organization, and style are |welding parts/components, create portfolios |1. Demonstrates organized and purposeful |

|Follow verbal instructions to complete work |appropriate to task, purpose, and audience. |containing work samples, participate in peer |communication in English and at least one|

|assignments. | |teaching/presentation activities, listen |other language (without “one other |

|Follow written instructions to complete work |WHST.5.11-12: Develop and strengthen writing as needed |to/understand DVD instruction, and participate |language,”) |

|assignments. |by planning, revising, editing, rewriting, or trying a |in problem solving activities that may require |2. Uses evidence and logic appropriately |

| |new approach, focusing on addressing what is most |the use of multiple sources. |in communication |

| |significant for a specific purpose and audience. | |3. Adjusts communication based on the |

| | | |audience |

| |Search for Welding Shop Parts (optional) | | |

| |WHST.8.11-12: Gather relevant information from multiple | |B. A self-directed and lifelong learner |

| |authoritative print and digital sources, using advanced | |who: |

| |searches effectively; assess the strengths and | |1. Recognizes the need for information |

| |limitations of each source in terms of the specific | |and locates and evaluates resources |

| |task, purpose, and audience; integrate information into | |4. Demonstrates initiative and |

| |the text selectively to maintain the flow of ideas, | |independence |

| |avoiding plagiarism and overreliance on any one source | | |

| |and following a standard format for citation. | |E. An integrative and informed thinker |

| | | |who: |

| |(This is certainly gathering “relevant information” from| |2. Evaluates and synthesizes information |

| |“multiple authoritative…sources,” though it isn't “using| |from multiple sources |

| |advanced searches effectively.” | |3. Applies ideas across disciplines |

| | | | |

| |Portfolio of Work Samples/ Summaries of Welds and | | |

| |Procedures (optional) | | |

| |WHST.4.11-12: Produce clear and coherent writing in | | |

| |which the development, organization, and style are | | |

| |appropriate to task, purpose, and audience. | | |

| | | | |

| |WHST.5.11-12: Develop and strengthen writing as needed | | |

| |by planning, revising, editing, rewriting, or trying a | | |

| |new approach, focusing on addressing what is most | | |

| |significant for a specific purpose and audience. | | |

| | | | |

| | | | |

| |Peer Teaching/Introduction of Tech Course to Younger | | |

| |Students/Presenting a Project (optional) | | |

| |SL.1.11-12: Initiate and participate effectively in a | | |

| |range of collaborative discussions (one-on-one, in | | |

| |groups, and teacher-led) with diverse partners on grades| | |

| |11-12 topics, texts, and issues, building on others' | | |

| |ideas and expressing their own clearly and persuasively.| | |

| |a. Come to discussions prepared, having read and | | |

| |researched material under study; explicitly draw on that| | |

| |preparation by referring to evidence from texts and | | |

| |other research on the topic or issue to stimulate a | | |

| |thoughtful, well-reasoned exchange of ideas. | | |

| |b. Work with peers to promote civil, democratic | | |

| |discussions and decision-making, set clear goals and | | |

| |deadlines, and establish individual roles as needed. | | |

| |c. Propel conversations by posing and responding to | | |

| |questions that probe reasoning and evidence; ensure a | | |

| |hearing for a full range of positions on a topic or | | |

| |issue; clarify, verify, or challenge ideas and | | |

| |conclusions; and promote divergent and creative | | |

| |perspectives. | | |

| |d. Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all | | |

| |sides of an issue; resolve contradictions when possible;| | |

| |and determine what additional information or research is| | |

| |required to deepen the investigation or complete the | | |

| |task. | | |

| | | | |

| |DVD Instruction (optional) | | |

| |Possibly SL.3.11-12: Evaluate a speaker’s point of | | |

| |view, reasoning, and use of evidence and rhetoric, | | |

| |assessing the stance, premises, links among ideas, word | | |

| |choice, points of emphasis, and tone used. | | |

| | | | |

| |Problem Solving Activity (optional) | | |

| |RST.1.11-12: Cite specific textual evidence to support | | |

| |analysis of science and technical texts, attending to | | |

| |important distinctions the author makes and to any gaps | | |

| |or inconsistencies in the account. | | |

| | | | |

| |RST.7.11-12: Integrate and evaluate multiple sources of | | |

| |information presented in diverse formats and media | | |

| |(e.g., quantitative data, video, multimedia) in order to| | |

| |address a question or solve a problem. | | |

| | | | |

| |RST.8.11-12: Evaluate the hypotheses, data, analysis, | | |

| |and conclusions in a science or technical text, | | |

| |verifying the data when possible and corroborating or | | |

| |challenging conclusions with other sources of | | |

| |information. | | |

|2. Safety and Health of Welders |

|Demonstrate proper use and inspection of |Peer Teaching/Introduction of Tech Course to Younger | Through this cluster, students might |A. A clear and effective communicator |

|Personal Protection Equipment (PPE). |Students/Presenting a Project (optional) |participate in peer teaching activities/reteach|who: |

|Demonstrate proper safe operation practices in |SL.1.11-12: Initiate and participate effectively in a |OSHA 10-hour, read and understand the central |1. Demonstrates organized and purposeful |

|the work area. |range of collaborative discussions (one-on-one, in |ideas and vocabulary in various texts, listen |communication in English and at least one|

|Demonstrate proper use and inspection of |groups, and teacher-led) with diverse partners on grades|to/understand DVD instruction, participate in |other language (without “one other |

|ventilation equipment. |11-12 topics, texts, and issues, building on others' |problem solving activities that may require the|language,”) |

|Demonstrate proper Hot Zone operation. |ideas and expressing their own clearly and persuasively.|use of multiple sources, and verbally present |2. Uses evidence and logic appropriately |

|Demonstrate proper work actions for working in |a. Come to discussions prepared, having read and |information. |in communication |

|confined spaces. |researched material under study; explicitly draw on that| |3. Adjusts communication based on the |

|Demonstrate proper use of precautionary labeling|preparation by referring to evidence from texts and | |audience |

|and MSDS information. |other research on the topic or issue to stimulate a | | |

|Demonstrate proper inspection and operation of |thoughtful, well-reasoned exchange of ideas. | |B. A self-directed and lifelong learner |

|equipment used for each required welding and |b. Work with peers to promote civil, democratic | |who: |

|thermal cutting process (This is best done as a |discussions and decision-making, set clear goals and | |1. Recognizes the need for information |

|part of the process module/unit for each of the |deadlines, and establish individual roles as needed. | |and locates and evaluates resources |

|required welding and thermal cutting processes).|c. Propel conversations by posing and responding to | |4. Demonstrates initiative and |

| |questions that probe reasoning and evidence; ensure a | |independence |

| |hearing for a full range of positions on a topic or | | |

| |issue; clarify, verify, or challenge ideas and | |C. Creative and practical problem solver |

| |conclusions; and promote divergent and creative | |who: |

| |perspectives. | |1. Observes and evaluates situations to |

| |d. Respond thoughtfully to diverse perspectives; | |define problems. |

| |synthesize comments, claims, and evidence made on all | |D. A responsible and involved citizen |

| |sides of an issue; resolve contradictions when possible;| |who: |

| |and determine what additional information or research is| |2. Accepts responsibility for personal |

| |required to deepen the investigation or complete the | |decisions and actions |

| |task. | | |

| | | |E. An integrative and informed thinker |

| |Handout/Textbook/Manual Reading (optional) | |who: |

| |RST.2.11-12: Determine the central ideas or conclusions | |2. Evaluates and synthesizes information |

| |of a text; summarize complex concepts, processes, or | |from multiple sources |

| |information presented in a text by paraphrasing them in | |3. Applies ideas across disciplines |

| |simpler but still accurate terms. | | |

| | | | |

| |RST.4.11-12: Determine the meaning of symbols, key | | |

| |terms, and other domain specific words and phrases as | | |

| |they are used in a specific scientific or technical | | |

| |context relevant to grades 11–12 texts and topics | | |

| | | | |

| |DVD Instruction (optional) | | |

| |Possibly SL.3.11-12: Evaluate a speaker’s point of | | |

| |view, reasoning, and use of evidence and rhetoric, | | |

| |assessing the stance, premises, links among ideas, word | | |

| |choice, points of emphasis, and tone used. | | |

| | | | |

| |Problem Solving Activity (optional) | | |

| |RST.1.11-12: Cite specific textual evidence to support | | |

| |analysis of science and technical texts, attending to | | |

| |important distinctions the author makes and to any gaps | | |

| |or inconsistencies in the account. | | |

| | | | |

| |RST.7.11-12: Integrate and evaluate multiple sources of | | |

| |information presented in diverse formats and media | | |

| |(e.g., quantitative data, video, multimedia) in order to| | |

| |address a question or solve a problem. | | |

| | | | |

| |RST.8.11-12: Evaluate the hypotheses, data, analysis, | | |

| |and conclusions in a science or technical text, | | |

| |verifying the data when possible and corroborating or | | |

| |challenging conclusions with other sources of | | |

| |information. | | |

| | | | |

| |Oral Demonstration of Skill (optional) | | |

| |SL.1.11-12: Initiate and participate effectively in a | | |

| |range of collaborative discussions (one-on-one, in | | |

| |groups, and teacher-led) with diverse partners on grades| | |

| |11-12 topics, texts, and issues, building on others' | | |

| |ideas and expressing their own clearly and persuasively.| | |

| |a. Come to discussions prepared, having read and | | |

| |researched material under study; explicitly draw on that| | |

| |preparation by referring to evidence from texts and | | |

| |other research on the topic or issue to stimulate a | | |

| |thoughtful, well-reasoned exchange of ideas. | | |

| |b. Work with peers to promote civil, democratic | | |

| |discussions and decision-making, set clear goals and | | |

| |deadlines, and establish individual roles as needed. | | |

| |c. Propel conversations by posing and responding to | | |

| |questions that probe reasoning and evidence; ensure a | | |

| |hearing for a full range of positions on a topic or | | |

| |issue; clarify, verify, or challenge ideas and | | |

| |conclusions; and promote divergent and creative | | |

| |perspectives. | | |

| |d. Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all | | |

| |sides of an issue; resolve contradictions when possible;| | |

| |and determine what additional information or research is| | |

| |required to deepen the investigation or complete the | | |

| |task. | | |

|3. Drawing and Welding Symbol Interpretation |

|Interpret basic elements of a drawing or sketch.|Handout/Textbook/Manual Reading (optional) |Through this cluster, students might read and |A. A clear and effective communicator |

|Interpret welding symbols information. |RST.2.11-12: Determine the central ideas or conclusions|understand the central ideas and vocabulary in |who: |

|Fabricate parts from a drawing or sketch. |of a text; summarize complex concepts, processes, or |various texts, listen to/ understand DVD |1. Demonstrates organized and purposeful |

| |information presented in a text by paraphrasing them in |instruction, participate in problem solving |communication in English and at least one|

| |simpler but still accurate terms. |activities that may require the use of multiple|other language (without “one other |

| | |sources, and verbally present information. |language,”) |

| |RST.4.11-12: Determine the meaning of symbols, key | |2. Uses evidence and logic appropriately |

| |terms, and other domain specific words and phrases as | |in communication |

| |they are used in a specific scientific or technical | |3. Adjusts communication based on the |

| |context relevant to grades 11–12 texts and topics. | |audience |

| | | | |

| |DVD Instruction (optional) | |B. A self-directed and lifelong learner |

| |Possibly SL.3.11-12: Evaluate a speaker’s point of | |who: |

| |view, reasoning, and use of evidence and rhetoric, | |3. Applies knowledge in new contexts |

| |assessing the stance, premises, links among ideas, word | | |

| |choice, points of emphasis, and tone used. | |C. Creative and practical problem solver.|

| | | | |

| |RST.4.11-12: Determine the meaning of symbols, key | |E. An integrative and informed thinker |

| |terms, and other domain specific words and phrases as | |who: |

| |they are used in a specific scientific or technical | |2. Evaluates and synthesizes information |

| |context relevant to grades 11–12 texts and topics. | |from multiple sources |

| | | |3. Applies ideas across disciplines |

| |Problem Solving Activity (optional) | | |

| |RST.1.11-12: Cite specific textual evidence to support | | |

| |analysis of science and technical texts, attending to | | |

| |important distinctions the author makes and to any gaps | | |

| |or inconsistencies in the account. | | |

| | | | |

| |RST.7.11-12: Integrate and evaluate multiple sources of | | |

| |information presented in diverse formats and media | | |

| |(e.g., quantitative data, video, multimedia) in order to| | |

| |address a question or solve a problem. | | |

| | | | |

| |RST.8.11-12: Evaluate the hypotheses, data, analysis, | | |

| |and conclusions in a science or technical text, | | |

| |verifying the data when possible and corroborating or | | |

| |challenging conclusions with other sources of | | |

| |information. | | |

| | | | |

| |Oral Demonstration of Skill (optional) | | |

| |SL.1.11-12: Initiate and participate effectively in a | | |

| |range of collaborative discussions (one-on-one, in | | |

| |groups, and teacher-led) with diverse partners on grades| | |

| |11-12 topics, texts, and issues, building on others' | | |

| |ideas and expressing their own clearly and persuasively.| | |

| |a. Come to discussions prepared, having read and | | |

| |researched material under study; explicitly draw on that| | |

| |preparation by referring to evidence from texts and | | |

| |other research on the topic or issue to stimulate a | | |

| |thoughtful, well-reasoned exchange of ideas. | | |

| |b. Work with peers to promote civil, democratic | | |

| |discussions and decision-making, set clear goals and | | |

| |deadlines, and establish individual roles as needed. | | |

| |c. Propel conversations by posing and responding to | | |

| |questions that probe reasoning and evidence; ensure a | | |

| |hearing for a full range of positions on a topic or | | |

| |issue; clarify, verify, or challenge ideas and | | |

| |conclusions; and promote divergent and creative | | |

| |perspectives. | | |

| |d. Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all | | |

| |sides of an issue; resolve contradictions when possible;| | |

| |and determine what additional information or research is| | |

| |required to deepen the investigation or complete the | | |

| |task. | | |

|4. Shielded Metal Arc Welding (SMAW) |

|Perform safety inspections of SMAW equipment and|Handout/Textbook/Manual Reading (optional) | Through this cluster, students might read and |A. A clear and effective communicator |

|accessories. |RST.2.11-12: Determine the central ideas or conclusions|understand the central ideas and vocabulary in |who: |

|Make minor external repairs to SMAW equipment |of a text; summarize complex concepts, processes, or |various texts, listen to/understand DVD |1. Demonstrates organized and purposeful |

|and accessories. |information presented in a text by paraphrasing them in |instruction, participate in problem solving |communication in English and at least one|

|Set up for SMAW operations on carbon steel. |simpler but still accurate terms. |activities that may require the use of multiple|other language (without “one other |

|Operate SMAW equipment on carbon steel. | |sources, participate in peer |language,”) |

|Make fillet welds in all positions on carbon |RST.4.11-12: Determine the meaning of symbols, key |teaching/presentation activities, and verbally |2. Uses evidence and logic appropriately |

|steel. |terms, and other domain specific words and phrases as |present information. |in communication |

|Make groove welds in all positions on carbon |they are used in a specific scientific or technical | |3. Adjusts communication based on the |

|steel. |context relevant to grades 11–12 texts and topics. | |audience |

|Pass SMAW welder performance qualification test | | | |

|(2G and 3G, uphill, limited thickness test |DVD Instruction (optional) | |B. A self-directed and lifelong learner |

|plates) on carbon steel. |Possibly SL.3.11-12: Evaluate a speaker’s point of | |who: |

| |view, reasoning, and use of evidence and rhetoric, | |1. Recognizes the need for information |

| |assessing the stance, premises, links among ideas, word | |and locates and evaluates resources |

| |choice, points of emphasis, and tone used. | |4. Demonstrates initiative and |

| | | |independence |

| |Problem Solving Activity (optional) | |5. Demonstrates flexibility including the|

| |RST.1.11-12: Cite specific textual evidence to support | |ability to learn, unlearn and relearn |

| |analysis of science and technical texts, attending to | |6. Demonstrates reliability and concern |

| |important distinctions the author makes and to any gaps | |for quality |

| |or inconsistencies in the account. | | |

| | | |C. Creative and practical problem solver |

| |RST.7.11-12: Integrate and evaluate multiple sources of | |who: |

| |information presented in diverse formats and media | |1. Observes and evaluates situations to |

| |(e.g., quantitative data, video, multimedia) in order to| |define problems |

| |address a question or solve a problem. | |3. Identifies patterns, trends and |

| | | |relationships that apply to solutions |

| |RST.8.11-12: Evaluate the hypotheses, data, analysis, | |4. Generates a variety of solutions, |

| |and conclusions in a science or technical text, | |builds a case for a best response and |

| |verifying the data when possible and corroborating or | |critically evaluates the effectiveness of|

| |challenging conclusions with other sources of | |the response |

| |information. | |6. Uses information and technology to |

| | | |solve problems |

| |Peer Teaching/Introduction of Tech Course to Younger | | |

| |Students/Presenting a Project (optional) | |E. An integrative and informed thinker |

| |AND | |who: |

| |Oral Demonstration of Skill (optional) | |2. Evaluates and synthesizes information |

| |SL.1.11-12: Initiate and participate effectively in a | |from multiple sources |

| |range of collaborative discussions (one-on-one, in | |3. Applies ideas across disciplines |

| |groups, and teacher-led) with diverse partners on grades| |4. Applies systems thinking to understand|

| |11-12 topics, texts, and issues, building on others' | |the interaction and influence of related |

| |ideas and expressing their own clearly and persuasively.| |parts on each other and on outcomes |

| |a. Come to discussions prepared, having read and | | |

| |researched material under study; explicitly draw on that| | |

| |preparation by referring to evidence from texts and | | |

| |other research on the topic or issue to stimulate a | | |

| |thoughtful, well-reasoned exchange of ideas. | | |

| |b. Work with peers to promote civil, democratic | | |

| |discussions and decision-making, set clear goals and | | |

| |deadlines, and establish individual roles as needed. | | |

| |c. Propel conversations by posing and responding to | | |

| |questions that probe reasoning and evidence; ensure a | | |

| |hearing for a full range of positions on a topic or | | |

| |issue; clarify, verify, or challenge ideas and | | |

| |conclusions; and promote divergent and creative | | |

| |perspectives. | | |

| |d. Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all | | |

| |sides of an issue; resolve contradictions when possible;| | |

| |and determine what additional information or research is| | |

| |required to deepen the investigation or complete the | | |

| |task. | | |

| | | | |

|5. Gas Metal Arc Welding (GMAW-S, SMAW Spray Transfer) |

|Perform safety inspections of GMAW equipment and|Handout/Textbook/Manual Reading (optional) |Through this cluster, students might read and |A. A clear and effective communicator |

|accessories. |RST.2.11-12: Determine the central ideas or conclusions|understand the central ideas and vocabulary in |who: |

|Make minor external repairs to GMAW equipment |of a text; summarize complex concepts, processes, or |various texts, listen to /understand DVD |1. Demonstrates organized and purposeful |

|and accessories. |information presented in a text by paraphrasing them in |instruction, participate in problem solving |communication in English and at least one|

|Short Circuiting Transfer: Set up for GMAW-S |simpler but still accurate terms. |activities that may require the use of multiple|other language (without “one other |

|operations on carbon steel. | |sources, participate in peer teaching/ |language,”) |

|Short Circuiting Transfer: Operate GMAW-S |RST.4.11-12: Determine the meaning of symbols, key |presentation activities, and verbally present |2. Uses evidence and logic appropriately |

|equipment on carbon steel. |terms, and other domain specific words and phrases as |information. |in communication |

|Short Circuiting Transfer: Make fillet welds in |they are used in a specific scientific or technical | |3. Adjusts communication based on the |

|all positions on carbon steel. |context relevant to grades 11–12 texts and topics. | |audience |

|Short Circuiting Transfer: Make groove welds in | | | |

|all positions on carbon steel. |DVD Instruction (optional) | |B. A self-directed and lifelong learner |

|Short Circuiting Transfer: Pass GMAW-S welder |Possibly SL.3.11-12: Evaluate a speaker’s point of view,| |who: |

|performance qualification test on carbon steel. |reasoning, and use of evidence and rhetoric, assessing | |1. Recognizes the need for information |

|Spray Transfer: Set up for GMAW (spray) |the stance, premises, links among ideas, word choice, | |and locates and evaluates resources |

|operations on carbon steel. |points of emphasis, and tone used. | |4. Demonstrates initiative and |

|Spray Transfer: Operate GMAW (spray) equipment | | |independence |

|on carbon steel. |Problem Solving Activity (optional) | |5. Demonstrates flexibility including the|

|Spray Transfer: Make fillet welds in the 1F and |RST.1.11-12: Cite specific textual evidence to support | |ability to learn, unlearn and relearn |

|2F positions on carbon steel. |analysis of science and technical texts, attending to | |6. Demonstrates reliability and concern |

|Spray Transfer: Make groove welds in the 1G |important distinctions the author makes and to any gaps | |for quality |

|position on carbon steel. |or inconsistencies in the account. | | |

|Spray Transfer: Pass GMAW (spray) welder | | |C. Creative and practical problem solver |

|performance qualification test on carbon steel. |RST.7.11-12: Integrate and evaluate multiple sources of | |who: |

| |information presented in diverse formats and media | |1. Observes and evaluates situations to |

| |(e.g., quantitative data, video, multimedia) in order to| |define problems |

| |address a question or solve a problem. | |3. Identifies patterns, trends and |

| | | |relationships that apply to solutions |

| |RST.8.11-12: Evaluate the hypotheses, data, analysis, | |4. Generates a variety of solutions, |

| |and conclusions in a science or technical text, | |builds a case for a best response and |

| |verifying the data when possible and corroborating or | |critically evaluates the effectiveness of|

| |challenging conclusions with other sources of | |the response |

| |information. | |6. Uses information and technology to |

| | | |solve problems |

| |Peer Teaching/Introduction of Tech Course to Younger | | |

| |Students/Presenting a Project (optional) | |E. An integrative and informed thinker |

| |AND | |who: |

| |Oral Demonstration of Skill (optional) | |2. Evaluates and synthesizes information |

| |SL.1.11-12: Initiate and participate effectively in a | |from multiple sources |

| |range of collaborative discussions (one-on-one, in | |3. Applies ideas across disciplines |

| |groups, and teacher-led) with diverse partners on grades| |4. Applies systems thinking to understand|

| |11-12 topics, texts, and issues, building on others' | |the interaction and influence of related |

| |ideas and expressing their own clearly and persuasively.| |parts on each other and on outcomes |

| |a. Come to discussions prepared, having read and | | |

| |researched material under study; explicitly draw on that| | |

| |preparation by referring to evidence from texts and | | |

| |other research on the topic or issue to stimulate a | | |

| |thoughtful, well-reasoned exchange of ideas. | | |

| |b. Work with peers to promote civil, democratic | | |

| |discussions and decision-making, set clear goals and | | |

| |deadlines, and establish individual roles as needed. | | |

| |c. Propel conversations by posing and responding to | | |

| |questions that probe reasoning and evidence; ensure a | | |

| |hearing for a full range of positions on a topic or | | |

| |issue; clarify, verify, or challenge ideas and | | |

| |conclusions; and promote divergent and creative | | |

| |perspectives. | | |

| |d. Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all | | |

| |sides of an issue; resolve contradictions when possible;| | |

| |and determine what additional information or research is| | |

| |required to deepen the investigation or complete the | | |

| |task. | | |

|6. Flux Cored Arc Welding (FCAW-G/GM, FCAW-S) |

|Perform safety inspections of FCAW equipment and|Handout/Textbook/Manual Reading (optional) |  Through this cluster, students might read and|A. A clear and effective communicator |

|accessories. |RST.2.11-12: Determine the central ideas or conclusions|understand the central ideas and vocabulary in |who: |

|Make minor external repairs to FCAW equipment |of a text; summarize complex concepts, processes, or |various texts, listen to/understand DVD |1. Demonstrates organized and purposeful |

|and accessories. |information presented in a text by paraphrasing them in |instruction, participate in problem solving |communication in English and at least one|

|Gas Shielded: Set up for FCAW-G/GM operations on|simpler but still accurate terms. |activities that may require the use of multiple|other language (without “one other |

|carbon steel. | |sources, participate in peer |language,”) |

|Gas Shielded: Operate FCAW-G/GM equipment on |RST.4.11-12: Determine the meaning of symbols, key |teaching/presentation activities, and verbally |2. Uses evidence and logic appropriately |

|carbon steel. |terms, and other domain specific words and phrases as |present information. |in communication |

|Gas Shielded: Make fillet welds in all positions|they are used in a specific scientific or technical | |3. Adjusts communication based on the |

|on carbon steel. |context relevant to grades 11–12 texts and topics. | |audience |

|Gas Shielded: Make groove welds in all positions| | | |

|on carbon steel. |DVD Instruction (optional) | |B. A self-directed and lifelong learner |

|Gas Shielded: Pass FCAW-G/GM welder performance |Possibly SL.3.11-12: Evaluate a speaker’s point of | |who: |

|qualification test on carbon steel. |view, reasoning, and use of evidence and rhetoric, | |1. Recognizes the need for information |

|Self-Shielded: Set up for FCAW-S operations on |assessing the stance, premises, links among ideas, word | |and locates and evaluates resources |

|carbon steel. |choice, points of emphasis, and tone used. | |4. Demonstrates initiative and |

|Self-Shielded: Operate FCAW-S equipment on | | |independence |

|carbon steel. |Problem Solving Activity (optional) | |5. Demonstrates flexibility including the|

|Self-Shielded: Make fillet welds in all |RST.1.11-12: Cite specific textual evidence to support | |ability to learn, unlearn and relearn |

|positions on carbon steel. |analysis of science and technical texts, attending to | |6. Demonstrates reliability and concern |

|Self-Shielded: Make groove welds in all |important distinctions the author makes and to any gaps | |for quality |

|positions on carbon steel. |or inconsistencies in the account. | | |

|Self-Shielded: Pass FCAW-S welder performance | | |C. Creative and practical problem solver |

|qualification test on carbon steel. |RST.7.11-12: Integrate and evaluate multiple sources of | |who: |

| |information presented in diverse formats and media | |1. Observes and evaluates situations to |

| |(e.g., quantitative data, video, multimedia) in order to| |define problems |

| |address a question or solve a problem. | |3. Identifies patterns, trends and |

| | | |relationships that apply to solutions |

| |RST.8.11-12: Evaluate the hypotheses, data, analysis, | |4. Generates a variety of solutions, |

| |and conclusions in a science or technical text, | |builds a case for a best response and |

| |verifying the data when possible and corroborating or | |critically evaluates the effectiveness of|

| |challenging conclusions with other sources of | |the response |

| |information. | |6. Uses information and technology to |

| | | |solve problems |

| |Peer Teaching/Introduction of Tech Course to Younger | | |

| |Students/Presenting a Project (optional) | |E. An integrative and informed thinker |

| |AND | |who: |

| |Oral Demonstration of Skill (optional) | |2. Evaluates and synthesizes information |

| |SL.1.11-12: Initiate and participate effectively in a | |from multiple sources |

| |range of collaborative discussions (one-on-one, in | |3. Applies ideas across disciplines |

| |groups, and teacher-led) with diverse partners on grades| |4. Applies systems thinking to understand|

| |11-12 topics, texts, and issues, building on others' | |the interaction and influence of related |

| |ideas and expressing their own clearly and persuasively.| |parts on each other and on outcomes |

| |a. Come to discussions prepared, having read and | | |

| |researched material under study; explicitly draw on that| | |

| |preparation by referring to evidence from texts and | | |

| |other research on the topic or issue to stimulate a | | |

| |thoughtful, well-reasoned exchange of ideas. | | |

| |b. Work with peers to promote civil, democratic | | |

| |discussions and decision-making, set clear goals and | | |

| |deadlines, and establish individual roles as needed. | | |

| |c. Propel conversations by posing and responding to | | |

| |questions that probe reasoning and evidence; ensure a | | |

| |hearing for a full range of positions on a topic or | | |

| |issue; clarify, verify, or challenge ideas and | | |

| |conclusions; and promote divergent and creative | | |

| |perspectives. | | |

| |d. Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all | | |

| |sides of an issue; resolve contradictions when possible;| | |

| |and determine what additional information or research is| | |

| |required to deepen the investigation or complete the | | |

| |task. | | |

|7. Gas Tungsten Arc Welding (GTAW) |

|Perform safety inspections of GTAW equipment and|Handout/Textbook/Manual Reading (optional) |Through this cluster, students might read and |A. A clear and effective communicator |

|accessories. |RST.2.11-12: Determine the central ideas or conclusions|understand the central ideas and vocabulary in |who: |

|Make minor external repairs to GTAW equipment |of a text; summarize complex concepts, processes, or |various texts, listen to/ understand DVD |1. Demonstrates organized and purposeful |

|and accessories. |information presented in a text by paraphrasing them in |instruction, participate in problem solving |communication in English and at least one|

|Carbon Steel: Set up for GTAW operations on |simpler but still accurate terms. |activities that may require the use of multiple|other language (without “one other |

|carbon steel. | |sources, participate in peer teaching/ |language,”) |

|Carbon Steel: Operate GTAW equipment on carbon |RST.4.11-12: Determine the meaning of symbols, key |presentation activities, and verbally present |2. Uses evidence and logic appropriately |

|steel. |terms, and other domain specific words and phrases as |information. |in communication |

|Carbon Steel: Make fillet welds in all positions|they are used in a specific scientific or technical | |3. Adjusts communication based on the |

|on carbon steel. |context relevant to grades 11–12 texts and topics. | |audience |

|Carbon Steel: Make groove welds in all positions| | | |

|on carbon steel. |DVD Instruction (optional) | |B. A self-directed and lifelong learner |

|Carbon Steel: Pass GTAW welder performance |Possibly SL.3.11-12: Evaluate a speaker’s point of | |who: |

|qualification test on carbon steel. |view, reasoning, and use of evidence and rhetoric, | |1. Recognizes the need for information |

|Austenitic Stainless Steel: Set up for GTAW |assessing the stance, premises, links among ideas, word | |and locates and evaluates resources |

|operations on austenitic stainless steel. |choice, points of emphasis, and tone used. | |4. Demonstrates initiative and |

|Austenitic Stainless Steel: Operate GTAW | | |independence |

|equipment on austenitic stainless steel. |Problem Solving Activity (optional) | |5. Demonstrates flexibility including the|

|Austenitic Stainless Steel: Make fillet welds in|RST.1.11-12: Cite specific textual evidence to support | |ability to learn, unlearn and relearn |

|the 1F, 2F and 3F positions on austenitic |analysis of science and technical texts, attending to | |6. Demonstrates reliability and concern |

|stainless steel. |important distinctions the author makes and to any gaps | |for quality |

|Austenitic Stainless Steel: Make groove welds in|or inconsistencies in the account. | | |

|the 1G and 2G positions on austenitic stainless | | |C. Creative and practical problem solver |

|steel. |RST.7.11-12: Integrate and evaluate multiple sources of | |who: |

|Austenitic Stainless Steel: Pass GTAW welder |information presented in diverse formats and media | |1. Observes and evaluates situations to |

|performance qualification test on austenitic |(e.g., quantitative data, video, multimedia) in order to| |define problems |

|stainless steel. |address a question or solve a problem. | |3. Identifies patterns, trends and |

|Aluminum: Set up for GTAW operations on | | |relationships that apply to solutions |

|aluminum. |RST.8.11-12: Evaluate the hypotheses, data, analysis, | |4. Generates a variety of solutions, |

|Aluminum: Operate GTAW equipment on aluminum. |and conclusions in a science or technical text, | |builds a case for a best response and |

|Aluminum: Make fillet welds in the 1Fand 2F |verifying the data when possible and corroborating or | |critically evaluates the effectiveness of|

|positions on aluminum. |challenging conclusions with other sources of | |the response |

|Aluminum: Make groove welds in the 1G position |information. | |6. Uses information and technology to |

|on aluminum. | | |solve problems |

|Aluminum: Pass GTAW welder performance |Peer Teaching/Introduction of Tech Course to Younger | | |

|qualification test on aluminum. |Students/Presenting a Project (optional) | |E. An integrative and informed thinker |

| |AND | |who: |

| |Oral Demonstration of Skill (optional) | |2. Evaluates and synthesizes information |

| |SL.1.11-12: Initiate and participate effectively in a | |from multiple sources |

| |range of collaborative discussions (one-on-one, in | |3. Applies ideas across disciplines |

| |groups, and teacher-led) with diverse partners on grades| |4. Applies systems thinking to understand|

| |11-12 topics, texts, and issues, building on others' | |the interaction and influence of related |

| |ideas and expressing their own clearly and persuasively.| |parts on each other and on outcomes |

| |a. Come to discussions prepared, having read and | | |

| |researched material under study; explicitly draw on that| | |

| |preparation by referring to evidence from texts and | | |

| |other research on the topic or issue to stimulate a | | |

| |thoughtful, well-reasoned exchange of ideas. | | |

| |b. Work with peers to promote civil, democratic | | |

| |discussions and decision-making, set clear goals and | | |

| |deadlines, and establish individual roles as needed. | | |

| |c. Propel conversations by posing and responding to | | |

| |questions that probe reasoning and evidence; ensure a | | |

| |hearing for a full range of positions on a topic or | | |

| |issue; clarify, verify, or challenge ideas and | | |

| |conclusions; and promote divergent and creative | | |

| |perspectives. | | |

| |d. Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all | | |

| |sides of an issue; resolve contra-dictions when | | |

| |possible; and deter-mine what additional information or | | |

| |research is required to deepen the investigation or | | |

| |complete the task. | | |

|8. Thermal Cutting Processes |

|Manual Oxyfuel Cutting (OFC): Perform safety |Handout/Textbook/Manual Reading (optional) |  Through this cluster, students might read and|A. A clear and effective communicator |

|inspections of manual OFC equipment and |RST.2.11-12: Determine the central ideas or conclusions|understand the central ideas and vocabulary in |who: |

|accessories. |of a text; summarize complex concepts, processes, or |various texts, listen to/understand DVD |1. Demonstrates organized and purposeful |

|Manual Oxyfuel Cutting (OFC): Make minor |information presented in a text by paraphrasing them in |instruction, participate in problem solving |communication in English and at least one|

|external repairs to manual OFC equipment and |simpler but still accurate terms. |activities that may require the use of multiple|other language (without “one other |

|accessories. | |sources, participate in peer |language,”) |

|Manual Oxyfuel Cutting (OFC): Set up for manual |RST.4.11-12: Determine the meaning of symbols, key |teaching/presentation activities, and verbally |2. Uses evidence and logic appropriately |

|OFC operations on carbon steel. |terms, and other domain specific words and phrases as |present information. |in communication |

|Manual Oxyfuel Cutting (OFC): Operate manual OFC|they are used in a specific scientific or technical | |3. Adjusts communication based on the |

|equipment on carbon steel. |context relevant to grades 11–12 texts and topics. | |audience |

|Manual Oxyfuel Cutting (OFC): Perform straight, | | | |

|square edge cutting operations in the flat and |DVD Instruction (optional) | |B. A self-directed and lifelong learner |

|horizontal positions on carbon steel. |Possibly SL.3.11-12: Evaluate a speaker’s point of | |who: |

|Manual Oxyfuel Cutting (OFC): Perform shape, |view, reasoning, and use of evidence and rhetoric, | |1. Recognizes the need for information |

|square edge cutting operations in the flat and |assessing the stance, premises, links among ideas, word | |and locates and evaluates resources |

|horizontal positions on carbon steel. |choice, points of emphasis, and tone used. | |4. Demonstrates initiative and |

|Manual Oxyfuel Cutting (OFC): Perform straight, | | |independence |

|bevel edge cutting operations in the flat and |Problem Solving Activity (optional) | |5. Demonstrates flexibility including the|

|horizontal positions on carbon steel. |RST.1.11-12: Cite specific textual evidence to support | |ability to learn, unlearn and relearn |

|Manual Oxyfuel Cutting (OFC): Perform scarfing |analysis of science and technical texts, attending to | |6. Demonstrates reliability and concern |

|and gouging operations to remove base and weld |important distinctions the author makes and to any gaps | |for quality |

|metal, in the flat and horizontal positions on |or inconsistencies in the account. | | |

|carbon steel. | | |C. Creative and practical problem solver |

|Mechanized Oxyfuel Cutting (OFC) (e.g., Track |RST.7.11-12: Integrate and evaluate multiple sources of | |who: |

|Burner): Perform safety inspections of |information presented in diverse formats and media | |1. Observes and evaluates situations to |

|mechanized OFC equipment and accessories. |(e.g., quantitative data, video, multimedia) in order to| |define problems |

|Mechanized Oxyfuel Cutting: Make minor external |address a question or solve a problem. | |3. Identifies patterns, trends and |

|repairs to mechanized OFC equipment and | | |relationships that apply to solutions |

|accessories. |RST.8.11-12: Evaluate the hypotheses, data, analysis, | |4. Generates a variety of solutions, |

|Mechanized Oxyfuel Cutting: Set up for |and conclusions in a science or technical text, | |builds a case for a best response and |

|mechanized OFC operations on carbon steel. |verifying the data when possible and corroborating or | |critically evaluates the effectiveness of|

|Mechanized Oxyfuel Cutting: Operate mechanized |challenging conclusions with other sources of | |the response |

|OFC equipment on carbon steel. |information. | |6. Uses information and technology to |

|Mechanized Oxyfuel Cutting: Perform straight, | | |solve problems |

|square edge cutting operations in the flat |Peer Teaching/Introduction of Tech Course to Younger | | |

|position on carbon steel. |Students/Presenting a Project (optional) | |E. An integrative and informed thinker |

|Mechanized Oxyfuel Cutting: Perform straight, |AND | |who: |

|bevel edge cutting operations in the flat |Oral Demonstration of Skill (optional) | |2. Evaluates and synthesizes information |

|position on carbon steel. |SL.1.11-12: Initiate and participate effectively in a | |from multiple sources |

|Manual Plasma Arc Cutting (PAC): Perform safety |range of collaborative discussions (one-on-one, in | |3. Applies ideas across disciplines |

|inspections of manual PAC equipment and |groups, and teacher-led) with diverse partners on grades| |4. Applies systems thinking to understand|

|accessories. |11-12 topics, texts, and issues, building on others' | |the interaction and influence of related |

|Manual Plasma Arc Cutting: Make minor external |ideas and expressing their own clearly and persuasively.| |parts on each other and on outcomes |

|repairs to manual PAC equipment and accessories.|a. Come to discussions prepared, having read and | | |

|Manual Plasma Arc Cutting: Set up for manual PAC|researched material under study; explicitly draw on that| | |

|operations on carbon steel, austenitic stainless|preparation by referring to evidence from texts and | | |

|steel and aluminum. |other research on the topic or issue to stimulate a | | |

|Manual Plasma Arc Cutting: Operate manual PAC |thoughtful, well-reasoned exchange of ideas. | | |

|equipment on carbon steel, austenitic stainless |b. Work with peers to promote civil, democratic | | |

|steel, and aluminum. |discussions and decision-making, set clear goals and | | |

|Manual Plasma Arc Cutting: Perform straight, |deadlines, and establish individual roles as needed. | | |

|square edge cutting operations in the flat and |c. Propel conversations by posing and responding to | | |

|horizontal positions on carbon steel, austenitic|questions that probe reasoning and evidence; ensure a | | |

|stainless steel and aluminum. |hearing for a full range of positions on a topic or | | |

|Manual Plasma Arc Cutting: Perform shape, square|issue; clarify, verify, or challenge ideas and | | |

|edge cutting operations in the flat and |conclusions; and promote divergent and creative | | |

|horizontal positions on carbon steel, austenitic|perspectives. | | |

|stainless steel and aluminum. |d. Respond thoughtfully to diverse perspectives; | | |

|Manual Air Carbon Arc Cutting (CAC-A): Perform |synthesize comments, claims, and evidence made on all | | |

|safety inspections of manual CAC-A equipment and|sides of an issue; resolve contradictions when possible;| | |

|accessories. |and determine what additional information or research is| | |

|Manual Air Carbon Arc Cutting: Make minor |required to deepen the investigation or complete the | | |

|external repairs to manual CAC-A equipment and |task. | | |

|accessories. | | | |

|Manual Air Carbon Arc Cutting: Set up for manual| | | |

|CAC-A scarfing and gouging operations on carbon | | | |

|steel. | | | |

|Manual Air Carbon Arc Cutting: Operate manual | | | |

|CAC-A equipment on carbon steel. | | | |

|Manual Air Carbon Arc Cutting: Perform scarfing | | | |

|and gouging operations to remove base and weld | | | |

|metal in the flat and horizontal positions on | | | |

|carbon steel. | | | |

|9. Welding Inspection and Testing |

|Examine cut surfaces and edges of prepared base |Handout/Textbook/Manual Reading (optional) |Through this cluster, students might read and |A. A clear and effective communicator |

|metal parts. |RST.2.11-12: Determine the central ideas or conclusions|understand the central ideas and vocabulary in |who: |

|Examine tacks, root passes, intermediate layers |of a text; summarize complex concepts, processes, or |various texts, listen to/understand DVD |1. Demonstrates organized and purposeful |

|and completed welds. |information presented in a text by paraphrasing them in |instruction, participate in problem solving |communication in English and at least one|

| |simpler but still accurate terms. |activities that may require the use of multiple|other language (without “one other |

| | |sources, participate in peer |language,”) |

| |RST.4.11-12: Determine the meaning of symbols, key |teaching/presentation activities, and verbally |2. Uses evidence and logic appropriately |

| |terms, and other domain specific words and phrases as |present information. |in communication |

| |they are used in a specific scientific or technical | |3. Adjusts communication based on the |

| |context relevant to grades 11–12 texts and topics. | |audience |

| | | | |

| |DVD Instruction (optional) | |B. A self-directed and lifelong learner |

| |Possibly SL.3.11-12: Evaluate a speaker’s point of | |who: |

| |view, reasoning, and use of evidence and rhetoric, | |1. Recognizes the need for information |

| |assessing the stance, premises, links among ideas, word | |and locates and evaluates resources |

| |choice, points of emphasis, and tone used. | |4. Demonstrates initiative and |

| | | |independence |

| |Problem Solving Activity (optional) | |5. Demonstrates flexibility including the|

| |RST.1.11-12: Cite specific textual evidence to support | |ability to learn, unlearn and relearn |

| |analysis of science and technical texts, attending to | |6. Demonstrates reliability and concern |

| |important distinctions the author makes and to any gaps | |for quality |

| |or inconsistencies in the account. | | |

| | | |C. Creative and practical problem solver |

| |RST.7.11-12: Integrate and evaluate multiple sources of | |who: |

| |information presented in diverse formats and media | |1. Observes and evaluates situations to |

| |(e.g., quantitative data, video, multimedia) in order to| |define problems |

| |address a question or solve a problem. | |3. Identifies patterns, trends and |

| | | |relationships that apply to solutions |

| |RST.8.11-12: Evaluate the hypotheses, data, analysis, | |4. Generates a variety of solutions, |

| |and conclusions in a science or technical text, | |builds a case for a best response and |

| |verifying the data when possible and corroborating or | |critically evaluates the effectiveness of|

| |challenging conclusions with other sources of | |the response |

| |information. | |6. Uses information and technology to |

| | | |solve problems |

| |Peer Teaching/Introduction of Tech Course to Younger | | |

| |Students/Presenting a Project (optional) | |E. An integrative and informed thinker |

| |AND | |who: |

| |Oral Demonstration of Skill (optional) | |2. Evaluates and synthesizes information |

| |SL.1.11-12: Initiate and participate effectively in a | |from multiple sources |

| |range of collaborative discussions (one-on-one, in | |3. Applies ideas across disciplines |

| |groups, and teacher-led) with diverse partners on grades| |4. Applies systems thinking to understand|

| |11-12 topics, texts, and issues, building on others' | |the interaction and influence of related |

| |ideas and expressing their own clearly and persuasively.| |parts on each other and on outcomes |

| |a. Come to discussions prepared, having read and | | |

| |researched material under study; explicitly draw on that| | |

| |preparation by referring to evidence from texts and | | |

| |other research on the topic or issue to stimulate a | | |

| |thoughtful, well-reasoned exchange of ideas. | | |

| |b. Work with peers to promote civil, democratic | | |

| |discussions and decision-making, set clear goals and | | |

| |deadlines, and establish individual roles as needed. | | |

| |c. Propel conversations by posing and responding to | | |

| |questions that probe reasoning and evidence; ensure a | | |

| |hearing for a full range of positions on a topic or | | |

| |issue; clarify, verify, or challenge ideas and | | |

| |conclusions; and promote divergent and creative | | |

| |perspectives. | | |

| |d. Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all | | |

| |sides of an issue; resolve contradictions when possible;| | |

| |and determine what additional information or research is| | |

| |required to deepen the investigation or complete the | | |

| |task. | | |

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