Greeley West High School - Teacher Work Sample

Greeley West High School

Chris ColsonGreeley West High SchoolKelly Longacre - Supervisor

15Spring

Teacher Work Sample

Table of Contents

SECTION I: SETTING AND CONTEXT 3

SECTION II: UNIT TOPIC AND RATIONALLE 7

SECTION III: UNIT STANDARDS, GOALS, AND OBJECTIVES 8

SECTION IV: ASSESSMENT TOOLS 9

SECTION V: INSTRUCTION AND MANGAEMENT PLAN 11

SECTION VI: ASSESSMENT DATA AND ANALYSIS 41

SECTION VII: REFLECTION 48

Section I: Setting and Context

The town of Greeley is usually mentioned only in passing as a good-for-nothing,

bad-smelling, and gang-ridden community. Although the local dairies, processing plants,

and ranches often produce repulsive odors, this town of nearly 100,000 people thrives on

the agriculture that is interwoven into every facet of the community. As the town sees a

great deal of traffic from the University of Northern Colorado, there are also several

prominent high schools that house thousands of students.

In an attempt to allow the schools of Greeley to appeal to certain individuals, each

school focuses on a specific pathway. For example, the school next to the hospital delves

into medicine, another school focuses specifically on Science Technology Engineering

and Math, and the western-most school (Greeley West High School) takes pride in its

International Baccalaureate and Agricultural Education programs. I have been fortunate

enough to spend the last month contributing to the Greeley West community, and am

beginning to feel at home with the teachers, students, and their families that support me

so adamantly.

Of these 1,464 students and their parents, I am constantly surprised to see the

diversity that encompasses me. Greeley West High School houses students of all different

backgrounds—this becomes truly apparent when you hear seventeen different languages

echoing through the halls during lunch. You are then reminded of this diversity when

Somali refugees approach you in the middle of class to ask if they can go wash their feet

and pray to fulfill the requirements of their religious beliefs. A final reminder comes

when you find yourself speaking to students in Spanish at least once a day in order to

help them understand the expectations and content of your lesson. Official student

demographics boast that Greeley West High School is comprised of a student body that is

49% white, 46% Hispanic, 2% Asian, 2% Black, and 1% Native American. Additionally,

the student body is about 51% female and 49% male. With a total of 240 students in the

Agricultural Education program, these numbers are very well reflected in my classes with

the exception of the male to female ratio—which is around 2:1.

Although there is a wide variety of students at Greeley West High School, I have

only encountered two types of parents: those who are completely uninvolved, and those

who quite simply cannot seem to cut the umbilical cord. I have parents who make an

appearance nearly every day wishing to know all about their child, and I have parents

who refuse to even call the school back about official business. In a recent meeting

regarding how to encourage parents to come to parent-teacher conferences, it was simply

concluded that although we can provide party favors and advertisement that might entice

parents, we quite simply cannot force them to be more involved in their student’s lives.

Although I believe this is quite a cynical outlook on the situation, I am afraid that there is

at least a hint of truth behind this statement. I would like to see more parent involvement

with the students who are struggling to perform in their academic endeavors.

Often times the failure to succeed academically is linked to behavioral issues in

the classroom. Out of the 240 agriculture students, I have noticed that those who enjoy

talking during class, are constantly on their cell phones, or take pride in pushing teacher’s

limits are typically the students who fail to achieve on assignments and assessments.

Additionally, the level of student motivation absolutely astonishes me. As I was

incredibly privileged myself throughout my high school career, I have never met students

who simply accept a no score or a zero without hesitation. Many students would rather sit

complacently without doing any work (even after being prompted to join the classroom

activity) and receive a zero than do the most simple of exercises.

With several students who enjoy complacency, I am always pleased with the

handful of students who genuinely apply themselves to their studies. These students are

often from well-off families, and are not spending their afternoons and evenings working

in order to support their family. I have found that many of the struggling students have

been forced to prioritize work over school, thus allowing them to help their families at the

expense of their academics. Although I realize that family comes first for most of the

Greeley West High School community, it is nothing less than frustrating for me to try to

teach students who would rather be sleeping or on their phones.

This leads me to the school policies that are in place to facilitate student learning.

There is a policy that explicitly states that use of cellular devices in class is prohibited.

This policy, however, is rarely enforced and it is therefore extremely difficult to hold

students to this standard. If each and every teacher in the building were to enforce the

policy to the fullest of their abilities, we may have a fighting chance to eliminate the

misuse of cellular devices in class. We are only as strong as our weakest link, and

therefore if one teacher allows students to use phones in class, the students quickly lose

respect for the teacher and the policy, thus making it nearly impossible to enforce.

Other policies that are rarely enforced include a no drug or alcohol policy, a ban

on red and blue clothing, the number 13, and any North or South side hand gestures.

These are all gang-related symbols, and although I have been fortunate enough to avoid

most of these situations, I still have students in my class with parole anklets.

Additionally, I have students who come to class under the influence of drugs or alcohol. I

have come across marijuana users who think it is acceptable to come to class while high,

and unfortunately the school officials are only able to punish the students (so I’ve been

told) if they are caught with the substance on their being.

As frustrating as these policies are, I am truly grateful that these students still

come to my class. In an under-budget school, our agricultural education program is very

fortunate to have the funding it does, thus allowing students to break away from

overcrowded classrooms and dreary lectures about which they complain so frequently.

By giving these troubled students an excuse to come to a class that they enjoy, we are

able to keep them in school and off of the gang-ridden streets of Greeley. This program

allows the students to delve into their interests of mechanics, animal science,

construction, and horticulture (among other subjects) with the intent of inspiring the

students to develop worthwhile skills that will assist beyond their high school careers.

Although the Greeley West High School’s agriculture program is by no means a

traditional one, I very strongly support it’s concept of “ag to the masses” as it allows each

and every student a fair and equal chance to develop as individuals through the program.

Section II: Unit Topic and Rationale

My teacher work sample focuses on my Ag Mechanics II class. This class falls

between the Ag I class, which briefly overviews welding principles and techniques, and

Ag Engineering and Mechanization, which focuses heavily on mechanical principles. In

fact, we have actually been able to bring in a 1968 Ford 4000 tractor for this class to

completely rebuild and refurbish over the course of the year! As this would be incredibly

difficult for younger students to delve into, my class (Ag Mechanics II) is an

intermediary class that allows students to develop their skills in welding and

metalworking prior to the engineering and mechanization class.

As many of my students are incredibly interested in motorized vehicles, it is very

easy to use the engineering and mechanization class as motivation for success in Ag

Mechanics II. Ag Mechanics II allows students to explore and understand the Power

Structure and Technical Systems pathway, allowing students to develop their fine-motor

skills while welding before they weld on anything permanent (like a tractor). In so doing,

students spend quality time in a more personalized instructional environment and are able

to truly develop meaningful and applicable welding skills.

These skills are particularly applicable in Greeley due to the high number of trade

schools that thrive on Greeley West High School students. The oil fields near Greeley are

constantly looking for welders to work on pipe, and AIMS community college has an

excellent training program for such welders. In fact, I actually have students enrolled at

AIMS community college working on a welding certificate, and gaining credit while

doing so. This community support provides great value to the Ag Mechanics II class, and

I am excited to see these students progress into mechanization and engineering.

Section III: Unit Standards, Goals, and Objectives

This unit focuses directly on oxyacetylene welding and addresses the PTST.09.01

—PTST.09.08 standards. Students will be required to pass a safety test with 100%

accuracy, and then will demonstrate the process of setting up and lighting an

oxyacetylene torch without error. Upon completion of this task and the maintenance of

their safety protocol, students will be shown how to run a bead.

Students will be asked to demonstrate their skills, produce several types of beads

and joints, and adequately explain the principles of oxyacetylene welding. For instance,

students will be asked to evaluate their own beads and joints prior to receiving a teacher

grade so that they will be able to determine if they had an oxidizing or reducing flame,

whether or not they had sufficient layering and movement of their puddle, and will be

asked to test the quality of their welds.

To culminate the unit, students will be asked to retake the pre-test with which

they began the unit with hope that they will show that they better understand the

principles of oxyacetylene welding. Additionally, they will be graded on their

performance of the various beads and joints required of them.

Section IV: Assessment Tools

In order to prepare my students for the unit, I had them take a pre-test regarding

oxyacetylene welding. This pre-test covers everything from the different types of flames

and impurities in welds, to weld positions and even the chemistry behind the process.

Instead of grading the pre-test on content, I decided to grade it on effort exhibited

throughout the twenty-five-question exam. This was the first and only formal assessment

(aside from the safety test) in the unit, as all of the other assessments took place in the

shop.

These assessments included but were not limited to student demonstrations and

explanations of their procedures, teaching each other certain techniques or skills, and the

evaluation of their weld beads. Additionally, participations grades were taken on a

weekly basis in order for students to earn points for their effort if their motor skills were

not as advanced as their classmate’s. This allowed students who were constantly

attempting to better their welding abilities to thrive even if their performance was subpar.

Eventually, students are expected to have their weld beads evaluated on running a bead,

butt joints, lap joints, and t joints.

I found this method to be extremely effective as I was able to evaluate the

student’s prior knowledge of the subject (which they had covered the year before) and

therefore direct my own demonstrations and lessons on safety towards the questions they

were unable to answer on the pre-test. Additionally, it allowed me to get into the shop

with my students as quickly as possible which was definitely essential as this class meets

during the last hour of the day. This already rambunctious class definitely benefits from

their shop time, and their work ethic is typically superior while they are in the shop.

To culminate the unit, students will be expected to complete a very similar post-

test in order to exhibit their growth over the course of said unit. I am hoping to simply

adapt some of the questions asked in the pre-test to allow them to demonstrate their

understanding of oxyacetylene welding theory. In addition to the written component of

the exam, student’s weld beads will be evaluated (as mentioned previously) and will

count for a large portion of their final grade.

Section V: Instruction and Management Plan

Please see the following pages for lesson plans that comprise the unit.

Class: Ag Mech IIArea: Oxyacetylene WeldingJob: Introduction and basics of Oxy WeldingTime: 1 x 90 minute blockInstructions to the Teacher:

Italicized text will be read as script Pre-Test should be taken before demonstration and PowerPoint Be set up for a quick demonstration of the welding process as soon as class starts to

spark interest. We will then quickly move back into the classroom, so be ready for this transition.

Learning Standards: PSTS.09.02 - Understand welding processes

Goals and Objectives:By the end of this lesson the learner will…

Understand how oxyacetylene welding works!Outcomes of this Lesson:

I can explain the process of oxyacetylene welding, and why it works!Materials:-Projector, computer, whiteboard and markers, welding set-up for demonstration, shade 5 glasses for all students, one pre-test for each studentResources:PowerPoint (below), Colorado FFA safety tests, Agricultural Mechanics: Fundamentals & Applications

Terms to Know:All terms are listed and defined within the PowerPoint

Background Information:

The Instructional PlanWhat are students doing? What am I doing? What data can I collect?

Engage: -TAKE PRE-TEST

-Watching demo intently and asking any questions they may have

-ADMINISTER PRE-TEST!

-Now, who wants to actually see Oxyacetylene welding?!-Do a quick demo of your favorite joint-Be sure to position yourself so you can see each and every student-Why do you think this is happening?

-Pre-tests will be collected and graded on effort.

-Your students should be mesmerized by the demonstration, so gage their interest!

Explore: -Writing a paragraph on what they saw, and their hypothesis of why they think the process works

-Now that you have seen this demonstration, write a quick paragraph on what you saw, and why you think this process works!

-Paragraphs can be collected and graded on effort

Explain: -Students should be engaged in discussion about what they observed, and why they think the process works

-Would anyone like to share what they discovered?-Explain your answers to the same question

-Students who share may be awarded bonus points or candy, etc

Elaborate:

-Students should be taking notes and doing quick sketches of the drawings indicated on the PowerPoint

-Review PowerPoint and answer any questions associated

-Notebooks can be checked for quality and completion of notes and diagrams.-Quality of questions can be assessed for student engagement and understanding

Evaluate: -Answer questions from memory-If needed, check your notes!-Explain to a friend why your answer is correct-Switch!

-Allow students to answer the questions at the end of the PowerPoint -Ask them to do it from memory at first, then refer them to their notes, then explain to a friend why their answer is correct!

-The quiz can be collected if desired-Student interactions can be monitored for content and accuracy

Essential Questions: Be sure your students can answer these questions at the end of the lesson: How does oxyacetylene welding work? Why? All quiz questions in PowerPoint are essential questions

Extend: -How is this process different than Arc welding? MIG welding?-Next time we will be reviewing safety rules so that we can get into the shop!

Reflection:

I absolutely loved starting with a demonstration as opposed to a video or a quick activity for their notebooks. The demonstration demanded their attention and captivated my audience. This excitement

allowed them to focus on working towards achieving the right to learn about safety so that they could get their hands on the equipment!

Several of the quick paragraphs were more like rudimentary sentences…. I need to be sure to outline my expectations for this exercise, especially if students think that they understand exactly what is going on. Maybe I should have them use the five senses to describe the process! That said, this might come off as a little childish… I think depending on the grade level it would be a very successful activity!

Unfortunately the PowerPoint took more time than I was anticipating. I should allot for two 50 minute blocks with activities next time I teach this unit.

Class: Ag Mechanics IIArea: Oxyacetylene WeldingJob: Learning Oxyacetylene SafetyTime: 1 x 50 minute blockInstructions to the Teacher:

Italicized text will be read as script Be sure to print off safety tests for your students in advance (2+ per student) Review safety rules and be able to explain the WHY behind each rule.

Learning Standards: PSTS.09.01 - Follow welding safety protocols


Understand proper oxyacetylene safetyOutcomes of this Lesson:

I can identify the safe practices of oxyacetylene weldingMaterials:Oxygen, fuel gas, welding set-up, safety tests, proper protective equipment (Shade 5 goggles, gloves, closed toed shoes)Resources:Colorado FFA safety tests, Agricultural Mechanics: Fundamentals & ApplicationsTerms to Know: All terms on the safety sheet should be easily defined by the teacher if asked


Oxyacetylene Information SheetName:______________________________________________Date:_______________________________________________

Personal Protective Equipment Guidelines Eye protection (safety glasses) must be worn at all times in the laboratory. Eye protection

must meet a minimum standard of ANSI Z87.1. Eye protection should provide both front and side protection.

Face shields, welding helmets, and hand-held shields must be worn over primary eye protection (safety glasses).

Use an approved helmet with minimum #10 shaded lens for non-ferrous and # 12 for ferrous metals.

Hearing protection should be worn when the noise level exceeds 85 decibels (for example a portable circular saw operates at 105 decibels).

A shop coat or coveralls are recommended to be worn at all times in the shop. No loose fitting clothing, frayed edges or rolled edges of garments, which could be caught in machinery or catch sparks should be worn. Take care to make sure that no flannel or oily garments are worn in the laboratory.

Complete coverage of the foot and non-flammable footwear (no nylon) are required in the laboratory settings.

Always wear gloves and a #5 welding shield or goggles when welding or cutting. Keep clothes, hands, and gloves free from grease and oil.

Operation Safety Guidelines Keep the cylinder valves closed when not in use. Keep the cylinders away from electrical service and avoid contacting the cylinders

with flame. Never use oxygen or acetylene from a cylinder without first attaching a regulator to

control the pressure. Avoid unnecessary release of free acetylene into the air because it is very

combustible. Never use oil of any kind on any part of the oxy-acetylene equipment. Oil and

straight oxygen is a very explosive mixture. Never move cylinders, empty or full, without protective caps in place. Use CO2 or dry chemical fire extinguishers. Do not hang torch on regulator valves. Do not attempt to use or repair a damaged regulator. Turn it in to your instructor

immediately. Never weld near combustible or flammable materials or gases. Weld in a well ventilated area because clothing and other combustible materials will

readily ignite and burn in an oxygen-saturated atmosphere. Never lay down a lighted blowpipe. Never use oxygen under pressure for dusting clothes, blowing out pipes, paint

spraying, or other similar activities. Use proper hoses and fittings: red hoses and left handed threads for acetylene, green

hoses and right handed fittings for oxygen. Connections should always be tight. Check periodically with soapy water solution for

leaks. Protect hoses from hot iron, sparks, and traffic. Replace all worn hoses.

Always keep the welding or cutting tip pointed away from yourself and others to prevent saturating you cloths with gases before lighting.

Know your gas welding system. Keep flame away from bottles, regulators, and hoses. Keep oil, grease, and other flammable liquids away form all welding equipment. Always screw the cap into place over the bottle valve before moving a bottle. Never open both valves on the blowpipe at the same time without the torch being lit. Keep the torch tips clean at all times. When lighting the oxygen-acetylene torch, follow these steps:

Check all valves on the blowpipe. Valves must be closed. The regulator adjustment screws must be loose. Open the cylinder or bottle valves slowly, standing to one side of the regulator. Open the acetylene bottle valve no more than 1 turn. Open the oxygen bottle valve all the way. Tighten each regulator adjustment screw to bring the low pressure up to the amount

needed. ACETYLENE PRESSURE IS NEVER OVER 15 LBS PER SQUARE INCH. Let some oxygen escape from the blowpipe by opening and closing the oxygen blowpipe

valve. Lighting the torch:

Open the acetylene blowpipe valve and light the tip with a striker. Open the acetylene valve until the flame stops smoking. Open the oxygen blowpipe valve until you have a neutral flame burning at the tip.

When you have finished using the gas welder, be careful to follow these steps in order. Close the acetylene valve on the blowpipe. Close the oxygen valve on the blowpipe. Close both bottle valves. Open the acetylene blowpipe valve to bleed the line. When all of the pressure is out of the system, close the acetylene blowpipe valve. Open the oxygen blowpipe valve to bleed the line. When the pressure is off of both gauges, close the oxygen blowpipe valve. Now you can coil the hoses, replace the equipment and tools, and clean the area.

If you are not sure about something, ASK THE INSTRUCTOR FOR HELP

Oxyacetylene Safety QuestionsName:______________________________ Class/Yr:_____________________Date:_______________________________ Score:________________________

1. The _____________ should always be turned off first when finished with your work.a. Regulatorsb. Lightsc. Acetylened. Oxygen

2. The oxygen valve (on the tank) should be turned on _________________.a. 1 turnb. 1/2 turn c. All the wayd. After the acetylene

3. The acetylene hose is _________ and the oxygen hose is _________.a. Red, greenb. Green, redc. Orange, whited. White, orange

4. Acetylene fittings are ______________ while oxygen fittings are ____________.a. Right handed, left handedb. Left handed, right handedc. Brass, steel d. Steel, brass

5. Oxygen or fuel gas from a cylinder may be used only through ___________.a. any reducing regulatorb. an approved gas specific pressure reducing regulatorc. a ¼ inch copper coil

d. a manifold unit6. Which lubricant should be used when connecting the parts of an oxy fuel gas welder?

a. Oil b. Soapy waterc. Thread lubricantsd. None of these

7. Gas welding equipment should be systematically checked for leaks using ________.a. soap and waterb. saltwater solutionc. antifreeze and water solutiond. non detergent soap and water solution

8. The acetylene cylinder valve wrench should be left in position to __________.a. close the valve promptly if the need arisesb. prevent it from being lostc. prevent leakaged. make closing the cylinder valve easier

9. Acetylene cylinders should be stored __________.a. apart from oxygen cylindersb. in an upright positionc. away from combustiblesd. all of these

10.a. in a dry placeb. in a cool place c. separate from the fuel gas cylindersd. with the empty oxygen cylinders

11.a. keep empty and full cylinders separateb. keep protective caps in placec. keep 20 feet from all other combustiblesd. all of these

12.a. polarized sun glassesb. approved goggles with no. 5 shaded lensc. tinted face shieldsd. tinted goggles

13.a. gauntlet glovesb. flame resistant clothingc. high top leather shoesd. all of these

14.a. matchesb. flammable lighterc. striker d. any of these are acceptable

15.a. 10 p.s.i. c. 20 p.s.i.

b. 15 p.s.i. d. 30 p.s.i.

16.a. adequate ventilation of welding fumesb. careful handling of lighted torchc. careful handling of hot metald. all of these

Oxyacetylene Safety QuestionsKEY

1. The _____________ should always be turned off first when finished with your work.a. Regulatorsb. Lightsc. Acetylened. Oxygen

2. The oxygen valve (on the tank) should be turned on _________________.a. 1 turnb. 1/2 turn c. All the wayd. After the acetylene

3. The acetylene hose is _________ and the oxygen hose is _________.a. Red, greenb. Green, redc. Orange, whited. White, orange

4. Acetylene fittings are ______________ while oxygen fittings are ____________.a. Right handed, left handedb. Left handed, right handedc. Brass, steel d. Steel, brass

5. Oxygen or fuel gas from a cylinder may be used only through ___________.a. any reducing regulatorb. an approved gas specific pressure reducing regulatorc. a ¼ inch copper coild. a manifold unit

6. Which lubricant should be used when connecting the parts of an oxy fuel gas welder?a. Oil b. Soapy waterc. Thread lubricantsd. None of these

7. Gas welding equipment should be systematically checked for leaks using ________.a. soap and waterb. saltwater solutionc. antifreeze and water solutiond. non detergent soap and water solution

8. The acetylene cylinder valve wrench should be left in position to __________.a. close the valve promptly if the need arisesb. prevent it from being lostc. prevent leakaged. make closing the cylinder valve easier

9. Acetylene cylinders should be stored __________.a. apart from oxygen cylindersb. in an upright positionc. away from combustiblesd. all of these

10.a. in a dry placeb. in a cool place c. separate from the fuel gas cylinders

d. with the empty oxygen cylinders11.

a. keep empty and full cylinders separateb. keep protective caps in placec. keep 20 feet from all other combustiblesd. all of these

12.a. polarized sun glassesb. approved goggles with no. 5 shaded lensc. tinted face shieldsd. tinted goggles

13.a. gauntlet glovesb. flame resistant clothingc. high top leather shoesd. all of these

14.a. matchesb. flammable lighterc. striker d. any of these are acceptable

15.a. 10 p.s.i. c. 20 p.s.i.

b. 15 p.s.i. d. 30 p.s.i.16.

a. adequate ventilation of welding fumesb. careful handling of lighted torchc. careful handling of hot metald. all of these


Engage:-Answering questions about the demo and paying attention

-Demonstrating the oxyacetylene process to studentsBe sure all students can be watched at all times! (position your back to the wall)

-Find the students who think they know it all to have them demonstrate first to dash them down and to avoid injury/carelessness in your shop

Explore:-Annotating safety rules worksheet

-Administer safety rules and explain each one thoroughly

-Gage the level of thoughtfulness of questions, participation

Explain:-Take the test! -Administer test, grade, and

prompt corrections for complete sentence

-Evaluate reasons why students did not get the answers right the first time and explain until they pass with 100%

Elaborate: -If you do not pass with 100%,

you must correct it with complete sentences before trying to pass again.

-If students do not pass with 100%, point them to the correct resources to learn the material.-DO NOT just give them the right answers!

-Students will retake the exam until they reach the 100% passing rate.

Evaluate:-Students are required to pass with 100% before they can enter the shop to begin lighting the torches!

-Collect and grade safety tests until every student has passed with 100%

-Tests can be entered as a grade based on either performance or effort.-Passed tests will be filed for liability

Essential Questions: Be sure your students can answer these questions at the end of the lesson: What safety gear is required before you even set foot in the shop? Why should the oxygen and acetylene cylinders always be stored apart from each other? What happens if you back out a regulator too far?

Extend: -Now let’s move into lighting torches!

Reflection:

As I feel that often times students learn the best from the muscle memory of actually performing a task, I did not put as much stress on learning the individual safety rules as I should have. It would have been advantageous for me to create an actual PowerPoint presentation with the rules in order to give the visual learners more of a chance to process the material. Although we read through the rules, this class

meets during the last block of the day, and therefore they were very rambunctious and were having trouble focusing on the worksheet we were reading together.

Additionally, while grading the exams, I was sitting in a corner behind a podium and actually did not see an altercation between two students. Luckily it did not escalate, but had I been in a more central location I probably would have been able to eliminate any altercations before they even arose.

On a positive note, I really enjoyed the re-testing strategy as I was able to quickly evaluate student progress from test to test. It also gave them a chance not to have to dwell on safety rules that may have been common sense. If they knew the answer, they could quickly move on and study that which they did not previously know.

Class: Ag Mechanics IIArea: Oxyacetylene WeldingJob: Lighting a torchTime: 1 x 90 minute blockInstructions to the Teacher:

You should know the oxyacetylene process backwards and forwards before teaching

Learning Standards: PSTS.09.01 - Follow welding safety protocols PSTS.09.02 - Understand welding processes


Safely light an oxyacetylene torchOutcomes of this Lesson:

I can strike an oxyacetylene torch safely and effectively!Materials: Oxygen, fuel gas, welding set-up, proper protective equipment (Shade 5 goggles, gloves, closed toed shoes)Resources: Colorado FFA safety tests, Agricultural Mechanics: Fundamentals & Applicationshttps://www.youtube.com/watch?v=kPW06n-27FY

Terms to Know: Oxidizing Flame – a flame with too much oxygen Reducing Flame – a flame with too much fuel gas Neutral Flame – a flame with the perfect amount of oxygen and fuel gas All parts of welder from previous lesson


https://www.youtube.com/watch?v=kPW06n-27FY

Job Operation Sheet Name: _____________________

Area: Oxyacetylene Welding Date: ______________________

Job: Lighting a Torch

Step Procedures Safety and Key Points Assessment/Points Possible

Check equipment before use

-Cylinders, hoses, regulators, torch, and tips should be in good working condition-Clean your torch tip!

-Be sure you have your safety equipment on!-Shade 5 glasses, gloves, shop coat, etc.-File, Clean, File /5

Open Cylinders -Oxygen Open all the way-Acetylene Open 1 ½ turns

-Explain to your partner why you only partially open acetylene! /10

Adjust Regulators -Oxygen 7-10 psi-Acetylene 3-5 psi

-Remember that acetylene threads are Left-handed

/10Light Flame -Crack acetylene and use the

appropriate striker at welding station

-Open acetylene the smallest amount possible!-DO NOT use another lit torch

/5Adjust flame to Neutral Flame

-Open acetylene until any soot goes away-Add oxygen until the two blue cones become one bright cone

-Be sure to watch where you’re directing your flame!

/20Extinguish flame -Turn off acetylene first, then

oxygen-Make sure valves are tightly sealed!

/5Turn off welding set-up -Close tanks

-Back off regulators-Last person should bleed the lines!-Ask instructor for help if you do not understand how to do so

/5

TOTAL:

/60

The Instructional PlanWhat are students

doing?What am I doing? What data can I collect?

Engage:-Answering safety questions and exploring the WHY behind the WHAT of each rule

-Pop quiz! -Ask safety questions in an informal manner to refresh the last lesson

-Retention of the safety rules-If students do not remember rules, do a quick review

Explore:-Annotating JOS with any key points from welding video

-Take a minute to review your JOS!-https://www.youtube.com/watch?v=kPW06n-27FY

-Gage the level of thoughtfulness of questions and participation

Explain:-Answering questions about the demo and paying attention-One student will demo for the rest of the class

-Demonstrate the proper technique of lighting a torch making sure you QUIZ the students AS YOU GO!-Okay, now who would like to demonstrate?

-Find the students who think they know it all to have them demonstrate first and to avoid injury/carelessness

Elaborate: -Each student must

teach another student, and demonstrate the process to the instructor before continuing on to the next stage

-Now let’s put it to practice!-Have two stations, with two students at a time. Have one explain to the other what to do while they demo for each other. SUPERVISE THIS CLOSELY

-Have students demonstrate the process to each other under your supervision and guidance-Grade the JOS as you go!

Evaluate:-Safely demonstrating the operation of the oxyacetylene welders

-How were student demos? Do you trust them?

-Student demos can be graded for completion of required tasks and safety-JOS will be collected at the end of the period

Essential Questions: Be sure your students can answer these questions at the end of the lesson: How many turns do we open the acetylene? Oxygen? Why? What PSI should each gas be on, and why?

Extend: -Let’s move on to laying down beads!

Reflection:

I really enjoyed this lesson! Although my students lacked focus while watching the welding video, and seemed to think they new it all from my previous demonstration, they were active and engaged when it came to explaining the process to each other. I definitely enjoyed having the students explain and demo



the process to each other, as it gave them two different ways to explore the material—hands-on, and by teaching one another.

My only other hiccup was the fact that some of my students were afraid of the torches (particularly the girls). I need to spend more time thinking about ways to take the edge off of the activity so that they feel comfortable with the torches. That said, maybe this fear isn’t a bad thing, as it will make them cautious and more aware of what they’re doing while lighting their torches.

Class: Ag Mechanics IIArea: Oxyacetylene WeldingJob: Learning the Techniques of Oxyacetylene WeldingTime: 4-6 90 minute blocksInstructions to the Teacher:

Italicized text will be read as script Teacher should be constantly supervising the shop area for the duration of this lesson

Learning Standards: PSTS.09.04 - Demonstrate proficiency in oxyacetylene joining process


Be able to create the following welds without rod: Bead, Butt, LapOutcomes of this Lesson:

I can create a weld bead, a butt joint, and lap joint without rod effectively and efficiently!Materials:1/8” thick steel plates, bench grinder, oxyacetylene welding set-up, proper safety equipment for students, pliers, steel brushes, quench bucketsResources:Colorado FFA safety tests, Agricultural Mechanics: Fundamentals & Applications

Youtube.com!Terms to Know:All terms should have been covered previously


Name

Date

Ag Mech II Welding Score Card

5 4 3 2 5 4 3 2

OXY/ACETEYLENE WITHOUT ROD STUDENT SCORE

TEACHER SCORE

A B C D A B C D

BEAD

BUTT

LAP

T

WITH ROD

BEAD

BUTT

LAP

T


Engage: -Observing, asking questions, and evaluating welds

-Demonstrate the process of creating a weld bead (without rod)-Answer any questions and emphasize welding angles, travel speed, and how to push a puddle

-Make two beads, one good, and one bad. Ask students to identify the qualities of each bead, and which one is superior.

Explore: -Students should be thinking critically about what works, and what doesn’t work while they are welding.

-Encourage students to try creating a bead with as little instruction as possible (aside from safety procedures)

-Students who seem to be picking it up easily can be used to help those who are struggling

Explain: -Students should be listening to demos and trying new techniques.-FIND YOUR OWN STYLE AND COMFORT ZONE!

-After a few failed attempts and a little bit of frustration, gather the class and begin filling in the gaps of their knowledge. -Try waiting for your puddle to develop before you start moving!

-Students can be given shop grades for effort

Elaborate:

-Students should be working on perfecting their weld beads, and will eventually move forward through the different welds (without rod)

-As students become proficient with running beads, start introducing each weld individually-Remember to be in a central location of your shop!


Evaluate: -Students will grade their own weld before asking for a teacher grade (without rod)

-Evaluate the student’s welds based on the welding score card (without rod)

-Score cards will be collected and graded

Essential Questions: Be sure your students can answer these questions at the end of the lesson: How did YOU find what was most comfortable for you? What should your travel angle be while welding? Pushing? Pulling? How fast do you move? How can you tell if your weld is strong?

Extend: -Now that you’ve perfected this, let’s move into welding with rod!

Reflection:

I definitely enjoyed the trial and error side of this lesson. I was fortunate enough to have a small class (seventeen students) that rotated through the welding stations well, and therefore students were always comparing techniques, coming for suggestions, and working towards achieving better welds. I believe that if my class were any larger I would have a lack of effort due to passive time while waiting for a welding booth.

Additionally, for students who were struggling with the welds, I had to make sure that they were not simply stealing their classmate’s work and having me grade it as their own. I would like to buy soapstone for students to label their work next time I do this exercise.

Class: Ag Mechanics IIArea: Oxyacetylene WeldingJob: Practicing Oxyacetylene WeldingTime: 4-6 x 90 minute blocksInstructions to the Teacher:

Italicized text will be read as script

Learning Standards: PSTS.09.04 - Demonstrate proficiency in oxyacetylene joining process


Be able to create the following welds with rod: Bead, Butt, LapOutcomes of this Lesson:

I can create a weld bead, a butt joint, and lap joint with rod effectively and efficiently!Materials:1/8” thick steel plates, bench grinder, oxyacetylene welding set-up, proper safety equipment for students, pliers, steel brushes, quench bucketsResources:Colorado FFA safety tests, Agricultural Mechanics: Fundamentals & Applications

Youtube.com!Terms to Know:All terms should have been covered previously


Name

Date

Ag Mech II Welding Score Card

5 4 3 2 5 4 3 2

OXY/ACETEYLENE WITH ROD STUDENT SCORE

TEACHER SCORE

A B C D A B C D

BEAD

BUTT

LAP

T

WITH ROD

BEAD

BUTT

LAP

T

The Instructional PlanWhat are students

doing?What am I doing? What data can I

collect?Engage: -Observing, asking

questions, and evaluating welds

-Demonstrate the process of creating a weld bead (with rod)-Answer any questions and emphasize welding angles, travel speed, and how to push a puddle

-Make two beads, one good, and one bad. Ask students to identify the qualities of each bead, and which one is superior.

Explore: -Students should be thinking critically about what works, and what doesn’t work while they are welding.

-Encourage students to try creating a bead with as little instruction as possible (aside from safety procedures)

-Students who seem to be picking it up easily can be used to help those who are struggling

Explain: -Students should be listening to demos and trying new techniques.-FIND YOUR OWN STYLE AND COMFORT ZONE!

-After a few failed attempts and a little bit of frustration, gather the class and begin filling in the gaps of their knowledge. -Try dipping your rod into the very far side of your puddle!


Elaborate:

-Students should be working on perfecting their weld beads, and will eventually move forward through the different welds (with rod)

-As students become proficient with running beads, start introducing each weld individually-Remember to be in a central location of your shop!


Evaluate: -Students will grade their own weld before asking for a teacher grade (with rod)

-Evaluate the student’s welds based on the welding score card (with rod)

-Score cards will be collected and graded

Essential Questions: Be sure your students can answer these questions at the end of the lesson: How did YOU find what was most comfortable for you? How did you find success while dipping your rod? Are welds with or without rod stronger? Why?

Extend: -Is oxyacetylene welding practical for every-day welding? What is it best used for? Why might we use another process?

Reflection:

The students really struggled with their motor skills when we added the rod. There was a great deal of frustration, but for the most part they stuck with it and overcame their struggles. Maybe I should develop an activity where students practice these motor skills with chopsticks or small dowels before trying it with the pressure of the heat of the torch.

The addition of the soapstone made student honesty much easier to track. Some student still tried to be clever and made illegible markings to identify their welds, but I simply decided that I would not accept a weld for grading unless I could identify the student without hesitation. Overall I believe that this was a great way to introduce the students to welding in a fairly easy and unintimidating manner.

Section VI: Assessment Data and Analysis

Although I gave my students a pretest, I was unable to grade them for correctness

of their answers while still being fair. As I had not instructed them on any of the material,

I felt that it would be unfair to subtract points for information that was unknown to them.

Consequently, I decided to grade students on completion and effort rather than accuracy

of their answers. As long as my students tried on the pre-test, they received full credit.

When analyzing the different socioeconomic groups and races that took the

pretest, I was surprised to find that there was no disparity between the groups. Please see

the following chart for a graphic representation of the overall scores on the pretest as

divided by racial groups.

White Hispanic Asian Ovarall 0

5

10

15

20

25

30

35

40

45

50

Student Pretest Scores

Additionally, males and females both scored an average of 17/50 on the pretest.

Although I was originally surprised by the lack of variation between the different

socioeconomic groups and their scores, upon further reflection I realized that none of

these students had any prior exposure to the material. With their lack of prior knowledge,

all students were essentially on a level playing field when taking the pretest. For the most

part, students answered all of the same questions correctly as they were essentially

common sense. However, there was one student who did not try on the exam at all and

got lucky with most of his guesses. His score should definitely be counted as an anomaly.

After the pretest, we moved straight into safety of oxyacetylene welding. After the

PowerPoint and the group review of the safety rules, students were able to pass the safety

test within two attempts. As it was early in the semester, I believe that the students were

still trying to impress me, and therefore they showed more effort than I expected.

Additionally, they were motivated to complete the safety tests in order to get in the shop

and get their hands on the torches after the demonstration I gave at the beginning of the

unit. The disparity in the questions answered incorrectly was noticeable, however for the

most part they were simply lapses of knowledge and students only needed to be reminded

of the correct answers and justify their corrections. After passing the safety test with a

perfect score, the scores were recorded and the tests were kept on file for liability.

As the safety tests had a very lax form and the students were still trying to impress

me, each student was able to complete the safety test within a single class period. After

one or two retests, the students were readily able to enter the shop and start the hands-on

educational process. Once again, all of my students universally showed a level of

comprehension of the material that was surprising to me. All of the socioeconomic

groups, races, and sexes performed equally well on the safety tests, which was not

expected. Once again I attribute this to the student’s desire to impress and get into the

shop. As the semester progressed, students stopped performing as well and began to show

their true colors.

As we progressed through the rest of the unit, it became difficult to evaluate the

students in a traditional manner. As we progressed, students were expected to turn in

practice welds for grading. After practicing the two inch segmented welds, the students

were able to turn in a final product for grading. Students were expected to give

themselves a grade on their weld, and then come to the instructor for an instructor grade.

This policy was put in place with hopes to make students reflect upon their own work

before they simply threw it up for grading. Consequently the quality of the welds I

received for grading was far superior to those I had been given prior.

As the students were responsible for four welding processes, this unit was worth

approximately 25% of their total course grade. Although students understood that the

oxyacetylene welding process would be only a few weeks long, a few of them failed

showed up to class consistently. Once again I was surprised to realize that all of my

students preformed well, no matter what their socioeconomic class. In fact, the only

student who did not show effort is from a wealthy family that simply allows their student

to walk all over them. As a professional BMX biker, his sense of entitlement is

unbearable. Although he rarely shows up for class, when he does he is often a distraction

to his classmates and takes my time away from the rest of the class. He is the only student

failing my class, and I honestly have not seen a single weld from him this semester.

As per the rest of my class, they are all performing at a very high level. The welds

I am seeing are surprisingly high quality, and the effort I am seeing is amazing. Although

there is the occasional redirection, my students are motivated to succeed in the shop. The

following graphs represent the success of my students.

Total Male Students Total Female Students0

2

4

6

8

10

12

14

Overall Student Population - Sex

White Hispanic Asian0

1

2

3

4

5

6

7

8

Overall Student Population - Race

Male Female0

1

2

3

4

5

6

7

Student Success - Sex

ABCDF

White Hispanic Asain0

1

2

3

4

5

Student Success - Race

ABCDF

As these graphs display, my students are all succeeding in my courses. Although

there are a few students with Bs or Cs, most of my students are receiving As. As it is

difficult to evaluate student’s socioeconomic background without blatantly asking them, I

often find myself trying to evaluate their status based on the clothes they wear, their

interests, and the cars that come to pick them up after school. I have gathered that the

majority of my students are from middle class families. I do, however, have four students

who are of high class. They are all white, and they are receiving three As and a C.

Although Greeley West High School is ridden with gangs, my students are not a part of

gang activity. They all are motivated individuals, and even the less fortunate students are

successful in my class.

Although I originally thought that diverse socioeconomic backgrounds would

exhibit diverse test results, I was surprised by the results of the students. I was constantly

amazed by the excellent work ethic shown by the majority of my students, and I am glad

to say that my least privileged students are succeeding in my class. The only student

failing is by no means underprivileged, and he honestly thinks that school is a waste of

his time. This semester has proven to me that given the right circumstances and equal

opportunity to succeed while in the classroom can prove to show student success, no

matter what their home life may entail. Although there are certainly exceptions to this

statement (many of which I have seen in my other classes), I am proud of the success I

have seen in my Agricultural Mechanics II class.

Section VII: Reflection

Overall my student teaching experience was an amazing one. I have learned a

great deal, and I am incredibly humbled by the mentorship I’ve received. I have been able

to hone my own style of teaching, and I understand that I am a teacher who thrives on

being relatable to the students. Through the personal relationships I develop with my

students, I am able to earn their respect. They respect me for being comedic and relevant.

From the occasional rap battles, to the words of wisdom from someone they see as their

older brother, I try to fill the many roles of an educator.

Over the course of the semester, I have grown immensely as an individual. I have

truly understood the meaning of selflessness. Mr. Longacre has taught me that there is no

such thing as saying “no”. I am constantly inspired by his selflessness and willingness to

serve others, and his mentorship has been incredibly inspiring. He has shown me when to

push students further, and how to tell if students just need a day to rest. Although it is

extremely difficult to define when to push and when to allow students to relax, I am now

more aware of my student’s emotions and ability to perform day to day. I am amazed by

my ability to read students, and I still understand that there is a lot to learn.

Additionally, I am extremely happy that I began the semester with a week on

classroom management. Although my students originally thought that I was an asshole

who’s main goal was to limit their fun, they respected me from day one. By starting off

the semester as a teacher who commanded respect through management, I quickly earned

their respect through the relationships I built with them. I do wish, however, that I had

spent more time developing relationships with students I did not necessarily get along

with from the beginning. I feel that this would have helped me manage my classroom

seamlessly in the beginning of the semester.

Another thing I hope to improve before I start teaching in my own classroom is

my proactive nature with regards to traditional assessments. I did not test my students as

much as I should have, and consequently I was unable to judge what they had retained

from their coursework. Additionally, due to the massive amount of group work in my

classes, students were able to simply coast by without putting in any effort due to their

ability to simply ride on the work of their group members. I need to allow students more

of an opportunity to do individual work so that they are responsible for their own

performance and success in the class.

With this in mind, I was also consistently amazed by student passivism. I have

several students who simply do not care about their own success. They are fine just

sitting in the back of class with hopes to hang out with their friends. They refuse to do

any work no matter how easy the assignment is. Their lack of effort was incredibly

frustrating, and I hope that I am able to find a way of inspiring the seemingly

uninspirable.

Finally, I have realized that I want to be in a school that has a strong parental

support system. Over the semester, I have been constantly baffled by the lack of parental

involvement, and I am ashamed to see students simply be allowed to make poor choices

without reprimand. I have truly understood the value of having an educational team that

supports students as opposed to a one-teacher effort to drive students to success.

Additionally it is important to note that teachers can only provide the opportunity for

students to succeed, but the student’s desire and maturity to pursue these opportunities

are is an intrinsic struggle. I strive to teach students that truly possess the intrinsic

motivation needed to succeed. I want to work with students who have a desire to learn,

rather than those who simply enjoy sitting passively in the back of their classes. Although

my time at Greeley West High School has been enjoyable and insightful, I have

developed a passion for students who are determined to succeed, and I feel that many of

the west Spartans are simply coasting by.

Greeley West High School - Teacher Work Sample

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