Basic Maintenance and Light Repair - Scope and Sequence - Unit 1-13

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Course Title

and

Number:

Basic Maintenance and Light Repair

47.53110

Teacher:

Week(s): 36

Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s) CCGPS Standard(s)

Unit: 1

Lesson

Title/Focus:

Orientation / Employability Skills 1 Students will

Identify soft skills; communicate effectively for industry and personal use; Examine employability skills required by business and industry.

The teacher will

Provide review materials on writing and speaking grammatically correct to improve interpersonal abilities and attain employability skills required by business and industry TDL-BMLR-1 Demonstrate employability skills required by business and industry. Writing:

L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

L9-10WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Literacy:

L9-10RST3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.

L9-10RST7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

L9-10RST9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. https://www.georgiastandards.org/Common-Core/Documents/ CCGPS_9-10_SS-Science-Tech-Literacy_Standards.pdf

Text Complexity:

Text Type: article, novel, blog, textbook, other

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EOPA

Standards: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/cluster-TDL.aspx http://www.asestudentcertification.com/pdfs/MLRTaskListTestSpec.pdf

SLO

Standards: TBD

Learning

Targets: Students should be able to: model work readiness traits required for success in the workplace including integrity, _{honesty, accountability, punctuality, time management, and respect for diversity. Present a professional image} through appearance, behavior, and language.

Unit/Lesson Duration

Direct

GPS

CCGPS Standard(s)

(3)

Title

(Weeks)

Explanation

Standard(s)

Unit: 2

Lesson

Title/Focus:

Safety Procedures 3 Students will

Identify and utilize safety procedures, proper tools, proper ventilation, general shop safety rules and procedures.

Identify the location and the types of fire extinguishers and other fire safety equipment.

Safety aspects of supplemental restraint systems, electronic brake control systems, hybrid vehicle high voltage circuits, and high intensity discharge lamps.

Knowledge of material safety data sheets.

The teacher will

Provide review materials on safety procedures, proper tools, proper ventilation, general shop safety rules and procedures.

The location and

TDL-BMLR-2 Identify and utilize safety procedures and proper tools. Writing:

L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

L9-10WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

L9-10WHST9: Draw evidence from informational texts to support analysis, reflection, and research.

Literacy:

L9-10RST2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

L9-10RST4: 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 9–10 texts and topics.

L9-10RST5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

https://www.georgiastandards.org/Common-Core/Documents/ CCGPS_9-10_SS-Science-Tech-Literacy_Standards.pdf

Text Complexity:

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the types of fire extinguishers and other fire safety equipment.

Safety aspects of supplemental restraint systems, electronic brake control systems, hybrid vehicle high voltage circuits, and high intensity discharge lamps.

Importance of material safety data sheets required by industry.

EOPA

SLO

Standards: TBD

Learning

Targets: Students should be able to: Comply with personal and environmental safety practices associated with clothing; eye_{protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/} materials in accordance with local, state, and federal safety and environmental regulations. Identify the location and the types of fire extinguishers and other fire safety equipment. Safety aspects of supplemental restraint

systems, electronic brake control systems, hybrid vehicle high voltage circuits, and high intensity discharge lamps. Knowledge of material safety data sheets.

Unit/Lesson Duration

Direct

GPS

CCGPS Standard(s)

(5)

Title

(Weeks)

Explanation

Standard(s)

Unit: 3

Lesson

Title/Focus:

Student Organizations 1 Students will:

Explain the purpose, mission, objectives, motto, and other

characteristics of SkillsUSA.

Explain how participation in SkillsUSA can promote lifelong responsibility for community service, professional growth and development.

Explore the impact and opportunities SkillsUSA can develop to bring business and industry together with education. Explore the local,

state, and national opportunities available to students to participate in SkillsUSA. The teacher will:

Explain the purpose, mission, objectives, and other distinguishing TDL-BMLR-13 Examine how related student organizations are integral parts of career and technology education courses through leadership development, school and community service projects, and competitive events. Writing:

ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Literacy:

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. https://www.georgiastandards.org/Common-Core/Common%20Core %20Frameworks/CCGPS_ELA_9-10_Standards.pdf

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characteristics of SkillsUSA.

Explain how participation in SkillsUSA can promote lifelong responsibility for community service, professional growth and development.

Explore the impact and opportunities SkillsUSA can develop to bring business and industry together with education.

Explore the local, state, and national opportunities available to students in SkillsUSA.

EOPA Standards:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/ Pages/cluster-TDL.aspx

http://www.asestudentcertification.com/pdfs/MLRTaskListTestSpec.pdf

SLO Standards:

TBD

Learning

Targets: Students should be able to: Explain the purpose, mission, objectives, and other distinguishing characteristics of _{SkillsUSA. Explain how participation in SkillsUSA can promote lifelong responsibility for community service,} professional growth. Explore the opportunities SkillsUSA can develop to bring business and industry together with education in a positive working relationship through innovative leadership and career development programs. Explore the local, state, and national opportunities available to students through participation in SkillsUSA.

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Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 4

Lesson

Title/Focus:

Automotive Careers and Associated Career Opportunities. 1 Students will:

 Identify education requirements for automotive occupations and locations for programs of study.

 Match automotive job titles with qualifications and responsibilities.

 Participate in activities related to career interests. The teacher will:  Explain education

requirements for automotive occupations and locations where programs of study are available.  Explain different

automotive job titles with qualifications and responsibilities. TDL-BMLR-12 Develop an understanding of automotive careers, describing the principal fields of specializations and identifying associated career opportunities. Writing:

Literacy:

Lexile Range: 905L to 1195L

EOPA

(8)

SLO

Standards: TBD

Learning

Targets: Students should be able to: Identify education requirements for automotive occupations and locations where _{programs of study are available. Match automotive job titles with qualifications and responsibilities. Participate in} activities related to career interests.

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Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 5

Lesson

Title/Focus:

Tools and Equipment

3

Students will:

Identify tools and their usage in automotive applications.

Distinguish between standard and metric designations.

Understand safe handling and use of appropriate tools.

Demonstrate proper cleaning, storage, and maintenance of tools and

equipment. The teacher will:

 Explain tools and their usage in automotive applications, standard and metric designations.

 Explain safe handling and use of appropriate tools.

 Demonstrate proper cleaning, storage, and

TDL-BMLR-3

Identify and utilize proper tools and equipment.

Writing:

Literacy:

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maintenance of tools and equipment.

EOPA Standards:

TBD

Learning

Targets: Students should be able to: Identify tools and their usage in automotive applications. Distinguish between standard_{and metric designations. Understand safe handling and use of appropriate tools. Demonstrate proper cleaning,} storage, and maintenance of tools and equipment.

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Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 6

Lesson

Title/Focus:

Vehicle Service Information.

2

Students will:

Identify information needed on a repair order.

Identify purpose of fender covers and mats.

Explain the use of the three C’s.

Ensure vehicle is prepared to return to customer per policy.

The teacher will: Explain information

needed on a repair order.

Explain purpose and demonstrate proper use of fender covers and mats. Explain the use of

the three C’s. Ensure vehicle is

prepared to return to customer per policy.

TDL-BMLR-4

Identify and utilize vehicle service

information.

Writing:

Literacy:

EOPA

Standards: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/_{Pages/cluster-TDL.aspx} http://www.asestudentcertification.com/pdfs/MLRTaskListTestSpec.pdf SLO

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Learning

Targets: Students should be able to: Identify information needed on a repair order. Identify purpose and proper use of _{fender covers and mats. Explain the use of the three C’s. Ensure vehicle is prepared to return to customer.}

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Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 7

Lesson

Title/Focus:

Engine Service Techniques.

3

Students will:

Verify operation of the instrument panel engine warning indicators.

Inspect engine assembly for fuel, oil, coolant, and other leaks;

determine necessary action.

Inspect, replace, and adjust drive belts, tensioners, and pulleys; check pulley and belt alignment.

Inspect, and test coolant; drain and recover coolant; flush and refill cooling system with recommended coolant.

Perform engine oil and filter change. The teacher will:

Explain information needed to verify operation of the instrument panel engine warning

TDL-BMLR-5

Demonstrate general engine service

techniques.

Writing:

Literacy:

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indicators.

Inspect engine assembly for fuel, oil, coolant, and other leaks;

determine necessary action. Inspect, replace, and adjust drive belts,

tensioners, and pulleys; check pulley and belt alignment.

Inspect, and test coolant; drain and recover coolant; flush and refill cooling system with recommended coolant; bleed air, as required.

Perform engine oil and filter change.

EOPA Standards:

TBD

Learning

Targets: Students should be able to: Verify operation of the instrument panel engine warning indicators. Inspect engine _{assembly for fuel, oil, coolant, and other leaks; determine necessary action. Inspect, replace, and adjust drive belts,} tensioners, and pulleys; check pulley and belt alignment. Inspect, and test coolant; drain and recover coolant; flush and refill cooling system with recommended coolant; bleed air, as required. Perform engine oil and filter change.

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Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 8

Lesson

Title/Focus:

Automatic/ Manual Transmission/ Transaxle and Differential Service. 3 Students will:

Check fluid level in a transmission/ transaxle equipped with or without a dip-stick.

Check transmission fluid condition; check for leaks.

Drain and refill manual

transmission/ transaxle and final drive unit.

Check hydraulic clutch for system leaks and adjust clutch master cylinder fluid level.

Clean and inspect differential housing; check for leaks; inspect housing vent, drain and refill differential housing. The teacher will:

Explain information needed to check fluid level in a transmission/ transaxle equipped TDL-BMLR-6 Perform general automatic transmission and manual transaxle and differential service. Writing:

Literacy:

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with or without a dip-stick.

Check transmission fluid condition; check for leaks.

Drain and refill manual

transmission/ transaxle and final drive unit.

Check hydraulic clutch for system leaks and adjust clutch master cylinder fluid level.

Clean and inspect differential housing; check for leaks; inspect housing vent, drain and refill differential housing.

EOPA

Standards: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/_{Pages/cluster-TDL.aspx} http://www.asestudentcertification.com/pdfs/MLRTaskListTestSpec.pdf SLO

Standards: TBD Learning

Targets: Students should be able to: Check fluid level in a transmission/ transaxle equipped with or without a dip-stick. _{Check transmission fluid condition; check for leaks. Drain and refill manual transmission/transaxle and final drive} unit. Check hydraulic clutch for system leaks and adjust clutch master cylinder fluid level. Clean and inspect differential housing; check for leaks; inspect housing vent, drain and refill differential housing.

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Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 9

Lesson

Title/Focus:

Suspension and Steering Systems Service 6 Students will:

Inspect for power steering fluid leakage; determine proper power steering fluid type.

Inspect tire

condition; identify tire wear patterns; check for correct size and application and adjust air pressure.

Rotate tires according to manufacturer’s recommendations.

Dismount, inspect, and remount tire on wheel; balance wheel and tire assembly.

Remove and properly re-install tire pressure monitoring system.

Inspect tire and wheel assembly for air loss; perform necessary action.

Repair tire using

TDL-BMLR-7 Prepare vehicle for general suspension and steering systems service. Writing:

Literacy:

(18)

internal patch.

Identify and test tire pressure monitoring systems for

operation. The teacher will Explain information needed to:

Inspect for power steering fluid leakage; determine proper power steering fluid type.

Inspect tire

condition; identify tire wear patterns; check for correct size and application and adjust air pressure.

Rotate tires according to manufacturer’s recommendations.

Dismount, inspect, and remount tire on wheel; balance wheel and tire assembly.

Remove and properly re-install tire pressure monitoring system.

Inspect tire and

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wheel assembly for air loss; perform necessary action.

Repair tire using internal patch. I

dentify and test tire pressure monitoring systems for

operation.

EOPA Standards:

TBD

Learning Targets:

(20)

Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 10

Lesson

Title/Focus:

Hydraulic Brake System Service and Repairs. 3 Students will:

Select, handle, store, and fill brake fluids to proper level.

Install wheel and torque lug nuts.

Identify and check parking brake cables and components for wear, binding and corrosion; clean, lubricate, adjust or replace, as needed.

Check operation of brake stop light system. The teacher will explain

information needed to:

Select, handle, store, and fill brake fluids to proper level.

Install wheel and torque lug nuts. TDL-BMLR-8 Perform hydraulic brake system service and repairs. Writing:

Literacy:

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

https://www.georgiastandards.org/Common-Core/Common%20Core %20Frameworks/CCGPS_ELA_9-10_Standards.pdf

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Identify and check parking brake cables and components for wear, binding and corrosion; clean, lubricate, adjust or

replace, as needed.

Check operation of brake stop light system.

EOPA

SLO

Standards: TBD Learning

(22)

Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 11

Lesson

Title/Focus:

Electrical Systems Service 4 Students will:

Perform battery state-of-charge test; proper battery capacity for vehicle application; perform battery capacity test;

Maintain or restore electronic memory

functions.

Inspect and clean battery; fill battery cells; check battery cables, connectors, clamps, and hold-downs.

Perform slow/fast battery charge.

Jump-start vehicle using jumper cables and a booster battery or an auxiliary power supply.

Identify high-voltage circuits of electric or hybrid

TDL-BMLR-9 Perform general electrical systems service. Writing:

Literacy:

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electric vehicle.

Inspect interior and exterior lamps and sockets including

headlights and auxiliary lights.

Verify operation of instrument panel gauges and warning/

indicator lights; reset maintenance indicators.

Verify windshield wiper and washer operation; replace wiper blades. The teacher will explain information needed to:

Perform battery state-of-charge test; proper battery capacity for vehicle application; perform battery capacity test; determine necessary action.

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functions. Inspect and clean battery; fill battery cells; check battery cables, connectors, clamps, and hold-downs.

Perform slow/fast battery charge according to manufacturer’s recommendations.

Jump-start vehicle using jumper cables and a booster battery or an auxiliary power supply.

Identify high-voltage circuits of electric or hybrid electric vehicle.

Inspect interior and exterior lamps and sockets including

headlights and auxiliary lights.

Verify operation of instrument panel gauges and warning/

indicator lights;

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reset maintenance indicators.

Verify windshield wiper and washer operation; replace wiper blades.

EOPA Standards:

TBD

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Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 12

Lesson

Title/Focus:

A/C Systems

1

Students will:

Identify A/C component and function.

Inspect and replace A/C compressor drive belts, pulleys, and tensioners. The teacher will explain

Identify A/C component and function.

Inspect and replace A/C compressor drive belts, pulleys, and tensioners.

TDL-BMLR-10

Demonstrate knowledge of A/C systems.

Writing:

Literacy:

Text Complexity:

EOPA

TBD

Learning

Targets: Students should be able to: Identify A/C component and function. Inspect and replace A/C compressor drive belts, pulleys, and tensioners.

(27)

Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 13

Lesson

Title/Focus:

Engine Performance

3

Students will:

Verify engine operating temperature.

Replace fuel filters.

Inspect, service, or replace air filters, filter housings, and intake ductwork.

Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields.

The teacher will explain

Verify engine operating temperature.

Replace fuel filters.

TDL-BMLR-11

Analyze engine performance.

Writing:

Literacy:

Text Complexity:

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Inspect, service, or replace air filters, filter housings, and intake ductwork.

Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields.

EOPA Standards:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/ cluster-TDL.aspx

SLO Standards:

TBD

Students should be able to: Verify engine operating temperature. Replace fuel filters. Inspect, service, or replace air filters, filter housings, and intake ductwork. Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields.

https://www.georgiastandards.org/Common-Core/Documents/CCGPS_9-10_SS-Science-Tech-Literacy_Standards.pdf

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/cluster-TDL.aspx

https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_9-10_Standards.pdf