____________________________________________________________________________ Chicago Public Schools Cluster-- Transportation Program Title-- Auto Body Course Name-- Auto Body I: Sophomore Lesson Title-- Recognize Automobile Classifications Unit—Auto Body Construction and Body Styles Problem Area—Identifying Auto Body Construction and Body Styles Lesson-- Recognize Automobile Classifications

Illinois State Goal and Learning Standard. This lesson is correlated with the following State Goal, Learning Standard, and Performance Descriptor: English Language Arts Goal 1: Read with understanding and fluency Learning Standard

A:

Performance Descriptor

I4:

NETS Performance Indicator:

3. b.

Workplace Skills:

H. 4.

SCANS Skills:

E.

CTE Auto Body Repair Technical Skills:

B.

Apply word analysis and vocabulary skills to comprehend selections. Interpret concepts or make connections through analysis, evaluation, inference, and/or comparisons. Research and Information Fluency Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. Solving problems and critical thinking Employ reasoning skills Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn and reasons. Knowing how to learn, uses efficient learning techniques to acquire and apply new knowledge and skills. Describe types of Auto Body Construction and Body styles.

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 1 of 17

____________________________________________________________________________

Student Learning Objectives. Instruction in this lesson should result in students achieving the following objectives: 1. List methods used to classify automobiles 2. Classify autos according to body style 3. Identify automobiles according to engine position

List of Resources. The following resources may be useful in teaching this lesson: Text: Tobolt, W. and T. Richardson. Auto Body: Repairing and Refinishing. Goodheart-Wilcox. Itasca, 2000. Kopf, M. and W. Scott Gauthier. Auto Body: Repairing and Refinishing Workbook. GoodheartWilcox. Itasca, 2000. http//:consumerguideauto.howstuffworks.com, May 23, 2010, 1993 Mazda 626. www.wikimedia.org, May 23, 2010, Early model vehicle 1994 Cadillac Deville.

List of Equipment, Tools, Supplies, and Facilities      

Overhead or PowerPoint projector Visual(s) from accompanying master(s) Copies of sample test, lab sheet(s), and/or other items designed for duplication Materials listed on duplicated items Computers with printers and Internet access Classroom resource and reference materials

Terms. The following terms are presented in this lesson:       

Convertible Coupe Domestic Earl-model vehicles Foreign Hatchback Late-model vehicles

     

Longitudinal engines Power train configurations Rear-engines Sedan Station wagon Transverse engines

Interest Approach. Use an interest approach that will prepare the students for the lesson. A possible approach is included here. Introduce the topic of outlines to the students. Ask students which style of automobile they like best?

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 2 of 17

____________________________________________________________________________

Summary of Content and Teaching Strategies Objective 1 List methods used to classify automobiles Anticipated Problem: What are the methods used to classify automobiles? I. List methods used to classify automobiles A. Early-model vehicles are vehicles more than 15 years old. B. Late-model vehicles are vehicles manufactured in the last fifteen years. C. Domestic vehicles are those that have at least 75% of its parts manufactured in the United States. D. Foreign vehicles are some that are engineered outside of the United States. E. Position of the engine F. Body styles Many techniques can be used to help students master this objective. You may want to use VM-A and VM- B to help teach this objective.

Objective 2: Classify autos according to body style. Anticipated Problem: What are the different auto body styles? II.

Classify autos according to body style. A. Sedan in North America, Australia, New Zealand a car with a fully enclosed passenger compartment, a permanent roof, two or four doors, front and rear seats, and a separate trunk. 1. Two door sedan or coupe 2. Four door sedan B. Station Wagon- in North America, Australia, New Zealand an automobile with an extended area behind the rear seats that provides extra seating or carrying capacity, usually with a tailgate.

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 3 of 17

____________________________________________________________________________ C. Hatchback-car with a rear door that is hinged from the roof to allow easy access to storage space behind the rear seats. The storage space usually has a removable shelf between the top of the seats and the rear window. 1. Lift back 2. Tail gate 3. Five door hatchback D. Coupe -a car with two doors and a hard fixed roof that seats two people or has a small rear seat. E. Convertible- a car with a roof that can be folded back or taken off

Many techniques can be used to help students master this objective. You may want to consider using VM-C to help teach this objective.

Objective 3: Identify automobiles according to engine position Anticipated Problem: How are automobiles identified according to engine position. III. Identify automobiles according to engine position. A. Longitudinal engines are positioned so the engines crankshaft is perpendicular to the vehicle’s axles. B. Transverse engines are positions with the crankshaft parallel to the axles. C. Rear-engines are generally mounted directly above or slightly in front of the vehicle’s rear axle D. Power train configurations - either front, rear, or four-wheel drive vehicles

Many techniques can be used to help students master this objective. You may want to use VM-D and LS-A-sheets 1 & 2 to help teach this objective.

Review/Summary. Use the student learning objectives to summarize the lesson. Have students explain the content associated with each objective. Student responses can be used in determining which objectives need to be reviewed or taught from a different angle. Questions at the ends of chapters in the textbook may also be used in the review/summary. Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 4 of 17

____________________________________________________________________________

Application. Use the included visual masters and lab sheet to apply the information presented in the lesson.

Evaluation. Evaluation should focus on student achievement of the objectives for the lesson. Various techniques can be used, such as student performance on the application activities. A sample written test and an academic assessment are provided.

Answers to Sample Test: Part One: Matching 1. B 2. E 3. D 4. C 5. A Part Two: True or False 1. True 2. True 3. False 4. True 5. True Part Three: Completion 1. automobile classification 2. transverse engine

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 5 of 17

____________________________________________________________________________ SAMPLE TEST: Identifying Automobile Classifications Name____________________________________ Part One: Matching Instructions: Match the term with the correct definition. A.

Longitudinal engine

B.

Early model vehicles

C.

Coupe

D.

Hatchback

E.

Power train configurations

1.

Vehicles more than 15 years old

2.

Either front-, rear-, or four-wheel drive vehicles

3.

A car with a rear door that is hinged from the roof to allow easy access to storage space behind the rear seat.

4.

A car with two doors and a hard, fixed roof that seats two people or has a small rear seat

5.

Engine positioned so the engines crankshaft is perpendicular to the vehicle’s axles.

Part Two: True or False – circle either true or false after each statement 1. If a vehicle is manufactured in Africa, but has 75% of its parts made in the United States, it is considered to be domestic. True False 2.Vehicles manufactured in the last 15 years are classified as late model vehicles. True

False

3. Rear-engines are generally mounted directly behind the vehicles rear axle.

False

True

4.Vans, mini-vans, and pick-up trucks may not comply with all of the safety regulations required of passenger vehicles. 5. Body styles are taken into account when classifying automobiles

True

False

True

False

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 6 of 17

____________________________________________________________________________ Part Three: Completion Instructions: Provide the word or words to complete the following statements. 1. Although commonly used for passenger transportation, vans, mini-vans and trucks are not included in _________________________

2.

________________________.

Generally front wheel drive vehicles are equipped with ____________ ___________.

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 7 of 17

____________________________________________________________________________ VM–A. Late and Early Model Vehicles

2009 – Late model automobile Less than 15 year old

1994 – Early model vehicle 15 + years old

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 8 of 17

____________________________________________________________________________ VM–B. 1993 – engineered in Japan – but is a Domestic Car

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 9 of 17

____________________________________________________________________________ VM-C – Automobile body styles

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 10 of 17

____________________________________________________________________________ VM-D - Engine Positions

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 11 of 17

____________________________________________________________________________ LS–A. Sheet 1- Recognize Automobile Classification

Student Sheet

Name ___________________________________________________________________ Purpose The purpose of this activity is to have students identify automobiles according to body style and engine position. Objectives 1. identify power train configurations 2. identify body styles Materials Pen, note book, lab sheet Procedure 1. Labeling 1. on the line below the picture, label it according to its power train configuration or body style

A.___________________________________

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 12 of 17

____________________________________________________________________________

B._____________________________________ LS-A Sheet 2: Recognize Automobile Classification

C.________________________________

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 13 of 17

____________________________________________________________________________

D.________________________________

2.Web search: Go to the internet, find 6 websites that give information on the automobile classifications studied in this lesson. In your notebook, list the websites and information found about automobile classifications.

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 14 of 17

____________________________________________________________________________ LS-A sheets 1-2: Teacher Answer sheet - Recognize Automobile Classification 1. Labeling A. Longitudinal engine power train configuration B. Four door hatch back C. Transverse engine power train configuration D. Station Wagon 2. Internet search The 6 websites and information obtained from these will vary

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 15 of 17

____________________________________________________________________________ Academic Assessment: Recognize Automobile Classifications Performance Standard 1A.I4 Students in Auto Body have selected vocabulary words from their reading each week and completed a card for each word which includes the uninflected word, definition, source, and sample sentence in which the word is used correctly accordingly: (See Vocabulary Building Cards, Instruction Sheet.) Numbering/Formatting: complete assigned vocabulary cards; include required items on the card; identify items (i.e., word, definition, original user, quotation, student sentence) on the card. Including accurate information: reflect the denotation of the word’s use in the identified context; use words correctly; include accurate optional information. Conventions: writing will be free of errors in capitalization, punctuation, grammar and spelling. Procedures 1. In order to apply word analysis and vocabulary skills to comprehend selections (1A), students should experience sufficient learning opportunities to develop the following: Expand knowledge of word origins and derivations. Use idioms, analogies, metaphors, and similes to extend vocabulary development. Apply knowledge of roots and affixes to comprehend the meaning of unfamiliar or difficult words, terms, or phrases. Identify and analyze the structure and function of words in context. Analyze the structure and function of words in context. Analyze and interpret word usage in traditional and contemporary sources (e.g., books, lyrics, speeches). Interpret American idioms to strengthen comprehension. Students in Auto Body careers are required to understand both written and spoken auto body terminology. Understanding auto body terminology is critical to enhancing employment opportunities in auto body. The assessment aligns with NETS Standard 3: Research and Information Fluency Performance Indicator b: Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. Workplace Skills H4: Solving problems and critical thinking, Employ reasoning skills SCANS Skills: Thinking Skills E: Knowing How to Learn: uses efficient learning techniques to acquire and apply new knowledge and skill. CTE Auto Body Repair Technical Skills: B: Describe types of Auto Body Construction and Body styles. 2. 3. 4. 5.

6. 7.

Have students review and discuss the assessment task and how the rubric will be used to evaluate their work. Each student will select unfamiliar words from his/her reading each week. Words may come from any source, including personal reading, textbooks from any class, newspapers, magazines, etc. In class, the Auto body student will review his/her word cards according to the example given on the assignment sheet. Student will select six cards and write a two-paragraph essay demonstrating their grasp of the meaning and application of the vocabulary words. Students may express their own preference and give reasons to support their preference. English conventions will be appropriately demonstrated: capitalization, punctuation, grammar and spelling. Evaluate each student’s performance using the rubric. Add each student’s scores to determine the performance level. Examples of Student Work Meets: 8-10 Exceeds 11-12

Time Requirement One class period

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 16 of 17

____________________________________________________________________________ Resources 4 x 6 inch note cards completed and brought by each student,: five or more cards per week Directions page Vocabulary Building Cards Rubric

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 17 of 17

Auto Body I: Recognize Automobile Classification

VOCABULARY BUILDING CARDS Card Set Instructions Each week you will be expected to complete five or more vocabulary building cards using the following set of directions. The idea is to find words which are part of your week’s reading and develop your understanding of the words and their use in real life situations such as magazine, book, newspaper, and textbook writing. You should obtain a set of 4 X 6 inch note cards from your teacher on which to place the information required. You should review the information to prepare a short explanation of the word, where you found it, its use in a sentence of your own design, etc., which you will share with the class. Each card should contain the following information, properly identified: 1. 2. 3. 4. 5. 6. 7.

The new word in its base, uninflected form. A brief definition in everyday language (not a word-for-word copy from a dictionary) The name of the person who used the word, with an explanation if needed. The source (newspaper, magazine, book, etc.) in which you found the word. The context: one or more sentences from the source, quoted exactly with the target word underlined for identification. A sentence of your own using the word correctly Optional: phonetic spelling and/or derivation of the word, synonym or antonym.

SAMPLE CARD:

1, 2

EMULATE – to follow someone else’s example.

3, 4

Author Brian Garfield claims that murders have been committed by people who saw the movie Death Wish, and he wants the FCC to ban it from television (quoted by Marilyn Beck in the Orlando Sentinel Star, 12-2-75, p. 11 D):

5

“People in the business tell me we can’t be blamed for the behavior of the lunatic fringe who emulate what they see on the screen. I say we must take the blame.”

6

Though he tried hard, Bob was unable to emulate his brother’s success on the tennis court.

You may find words in any of your textbooks, your personal reading, newspapers and magazines, etc. Look for sources which have a challenging vocabulary. (Adapted from Marian W. Price, University of Central Florida, Orlando, Florida, as presented in A Sampler from the NCTE Idea Exchange. Urbana: NCTE, 1981: 28-29.)

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 16 of 17

Auto Body I: Recognize Automobile Classification

ESSAY USING VOCABULARY BUILDING CARDS

NAME _______________________________________________ DATE _______________________________

Exceeds standard (total points 11 - 12) Approaches standard (total points 5 - 7)

Knowledge 4

Thoroughly explains the key ideas and concepts associated automobile classification.. Has little or no factual inaccuracies.

3

Explains the key ideas and concepts associated with the different types automobile classification May have a major factual inaccuracy, but most information is correct. Explains some key ideas and concepts associated with the different automobile classifications Has some correct and some incorrect information.

2

1

Explains few or no key ideas and concepts associated with the different types automobile classification. Information is largely inaccurate, absent or irrelevant.

Meets standard (total points 8 - 10) Begins standard or absent (total points 1 - 4)

Reasoning:

Conventions

Uses appropriate and comprehensive critical thinking skills to recognize automobile classifications Reaches informed conclusions based on the evidence. Uses partial critical thinking skills to recognize automobile classifications. Reaches informed conclusions based on the evidence.

Writing is free of errors in capitalization, punctuation, grammar, and spelling. The writer has effectively organized the ideas appropriately

Uses unclear, inappropriate or incomplete critical thinking skills recognize automobile classifications. Reaches incomplete or conclusions based on the evidence. Critical thinking skills are absent. Conclusions are lacking, absent or unclear.

There are 4-6 errors in capitalization, punctuation, grammar, and spelling. The writer has not organized the ideas appropriately

There are 1-3 errors in capitalization, punctuation, grammar, and spelling. The writer has organized the ideas appropriately

There are more than 6 errors in capitalization, punctuation, grammar, and spelling. There is little sense that the writing is organized

score

Provided by the Chicago Public Schools Career and Technical Education Department’s Curriculum Writing Project http://www.chooseyourfuture.org (CPS/CTE) 773-553-2108 and the Curriculum Revitalization Project (CR) http://www.ilcte.org an Illinois State Board of Education (ISBE) project facilitated by the Illinois Office of Educational Services (IOES) 217-786-3010. Page 17 of 17